摘要
目的:通过对比研究PBL(Problem-Based Learning)教学方法及LBL教学方法的特点,探索和总结PBL教学方法的特点,在老年医学科第一阶段住院医师规范化培训中的应用体会和效果评价。方法:将入老年医学科进行临床轮转的第一阶段住院医师30名,随机分为观察组(N=15)和对照组(N=15)。观察组采用PBL模式进行教学培训,对照组采用传统教学法(LBL),通过临床技能及理论知识考评、问卷形式评价及自我评价等方式来评估教学效果。结果:PBL教学组无论是笔试成绩还是问诊成绩均优于LBL组,差异具有统计学意义(P<0.05);PBL教学组的课堂满意度明显优于LBL组,差异具有统计学意义(P<0.05);两组培训医师对学习过程中的自我评价显示,PBL组培训医师对4个自我测评项目的结果显示均明显高于LBL组,具有显著性统计学差异(P<0.01或0.05)。结论:PBL教学法有助于提高老年医学科住院医师的临床水平,有利于住院医师规范化培训的体系建设。
Objective： To investigate and summarize the characteristics of PBL by comparing the effects of PBL（Problem-Based Learning） and LBL（Lecture-Based Learning） in teaching of gerontology to Phase I Resident Doctor Trainees. Methods： 30 Phase I Resident Doctor Trainees who study gerontology were randomly divided in two groups： Observation Group（N=15） and Comparison Group（N=15）. Observation Group used method of PBL and the Comparison Group used LBL. The effects of the two methods were analyzed by comparing results of clinical tests, theoretical tests, surveys and self-assessments of the two groups. Results： The Observation Group surpasses the Comparison Group in clinical tests, theoretical tests and course satisfaction. The results were statistically significant（P〈0.05）.According to the self-assessment of the two groups, the Observation Group surpasses the Comparison Group in all the 4 questions surveyed. The results were statistically significant（P〈0.01 or 0.05）. Conclusion： PBL can improve the learning of gerontology among Resident Doctor Trainees. And it is beneficial to building of standardized training scheme for Resident Doctor Trainees.
出处
《现代生物医学进展》
CAS
2014年第35期6967-6969,6973,共4页
Progress in Modern Biomedicine
基金
国家自然科学基金项目(30801481)
