PCMC与PBL联合教学模式在神经外科介入治疗带教中的运用

Application of PCMC combined with PBL teaching mode in neurosurgical intervention therapy teaching

目的探讨PBL(问题式学习)联合PCMC(启发式临床医学教学)模式在神经外科介入治疗带教中的运用。方法选择2010-01—2013-01我院神经外科96名实习生作为研究对象,随机分成观察组和对照组各48名,观察组采用PCMC与PBL联合教学模式进行带教,对照组采用传统教学模式带教,比较病人对2组实习生的评价、2组实习生出科考试的成绩和实习生对教学方法的相关评价。结果观察组的理论成绩和操作成绩均高于对照组,2组比较差异具有统计学意义(P<0.05);观察组实习生对教学方法的认可程度明显优于对照组,2组比较差异具有统计学意义(P<0.05);与对照组相比,患者对观察组的实习生更加满意,2组比较差异具有统计学意义(P<0.05)。结论 PCMC与PBL联合教学模式有利于提高实习生的综合能力以及教学质量,适合推广。

Objective To investigate the application of PCMC （heuristic clinical teaching） combined with PBL （problembased learning） teaching mode in neurosurgical intervention therapy teaching. Methods 96 neurosurgical hospital interns in our hospital from January 2010 to January 2013 were randomly divided into observation group （n= 48, teaching with PCMC combined with PBL） and control group （n= 48, teaching with traditional teaching model）. The patient assessment of intern, interns＇ Chuke examinations and teaching method recognition of two groups were compared. Results The theoretical and operation performance, teaching method recognition of observation group were higher than these of control group. The patient assessment of intern in the observation group was better than that of control group, which had significant difference. Conclusion PCMC and PBL teaching mode can increase intern＇s comprehensive abilities and teaching quality, which is worthy of application.