BBL教学法在神经内科实习教学中的应用

Application of BBL Teaching Method in Neurology Practicing Teaching

目的:探讨BBL教学法在神经内科临床实习中的应用效果。方法:以第四军医大学2009级、2010级临床医学专业五年制60名学生为研究对象,随机分为试验组和对照组,在神经内科实习教学中分别接受BBL教学法或传统教学法,以试卷考试和问卷调查评价教学效果。结果:试验组和对照组基础理论知识和病历书写成绩无明显差异,但试验组的病例分析成绩和总成绩与对照组比较有统计学差异(P<0.05)。学生对BBL教学法的效果评价明显优于传统教学法,BBL教学法对学生在实习兴趣、独立思维能力、自主解决问题能力、团队协作能力、灵活运用知识能力、人文关怀意识等方面的提升明显好于传统教学法。结论:BBL教学法在保证学生掌握基础知识的同时,提升了学生的各项能力,适合在神经内科实习教学中推广应用。

Objective： To evaluate the effects of BBL （bedside-based learning） on Neurology practicing teaching. Methods： A total of 60 medical students of five-year program from the Fourth Military Medical University were chosen as objects of analysis. They were randomly divided into experimental group, in which students were practiced with BBL teaching method, and control group, in which the students were practiced with traditional teaching method. The teaching effects were evaluated according to the scores of exams and questionnaire survey. Results： Although the scores in basic theoretical knowledge and medical record writing between the two groups had no significant difference, the scores in cases analysis and total scores were higher in experimental group than those in control group with significant difference （P〈0.05）. The results revealed that the BBL teaching method was superior to traditional teaching method. The BBL teaching method was obviously better than traditional teaching method in improving students＇ interests in practice learning and abilities such as independent thinking and problem-solving, team cooperation, flexible use of knowledge, and humanities concern Conclusions： The BBL teaching method not only ensures the mastery of basic theoretical knowledge, but also improves students＇ clinical abilities. It is suitable for popularization and application in neurology practicing teaching.