PBL教学应用于新型三阶段产房见习带教的研究

Study of PBL used in a new type of three phases labor trainee teaching

目的：探讨以问题为基础的教学（problem-based learning，PBL）运用于新型三阶段产房见习带教的教学效果。方法以2013至2014学年进入产房见习的临床医学五年制及七年制见习学生共216人为研究对象。将其分为两组，均按见习前准备、产房见习和见习后交流三个阶段内容（即新型三阶段产房见习）进行产房见习带教。教学方法上，一组采用PBL法（即PBL组），另一组采用传统教学法（即LBL组）。通过调查问卷的评分方式评价两组见习学生第二和第三阶段授课后的教学效果；再统计两组见习学生三阶段教学后随堂测验的成绩，比较其差异。采用SPSS 16.0软件进行统计学分析。计数资料样本间率的比较采用卡方检验，组间均数的比较采用t检验。结果 PBL组在产房见习和见习后交流两阶段的学习过程中学生调查问卷评分均高于LBL组，经卡方检验差异具有统计学意义（P〈0.05）；PBL组随堂测验平均分（25.7±2.1），明显高于LBL组（19.3±3.6）分，经t检验差异具有统计学意义（P〈0.05）；PBL组优秀率为82.6%，同样明显高于LBL组，经卡方检验差异具有统计学意义（P〈0.05）。结论 PBL教学大大提升了见习学生的学习积极性，教学效果明显提高，可推广于产房见习带教中。

Objective To investigate whether the effect of PBL is better than LBL when used in a new type of three phases labor trainee teaching. Methods 216 medical students of the five-year and seven-year program who took part in labor trainee in the 2013-2014 school year were chosen and divided into two groups：PBL group and LBL group. Both the two groups＇ labor trainee were performed as three phases： trainee preparation, delivery room trainee, and discussion-class after trainee. Ques-tionnaire investigations were used to evaluate the effect of the delivery room trainee and discussion-class in PBL group and LBL group. A quiz after the third phase was used to examine whether the teaching effect of the two groups is different or not. Statistical analysis was performed using SPSS 16.0 software. Count data between sample rates were compared by chi square test, mean data between the two groups were compared by t test, the inspection level is α=0.05. Results Both in the delivery room trainee and discussion-class after trainee, questionnaire score in PBL group was significantly higher than that in LBL group （P〈0.05）. The average of quiz score in PBL group was 25.7±2.1, which was significantly higher than that in LBL group （19.3±3.6） （P〈0.05）. The excellent rate in PBL group was 82.6%, which was also higher than that in LBL group （P〈0.05）. Conclusion PBL teaching method elevates learning initiative of medical students and increases the teaching effect, and it can be promoted in labor trainee teaching.