拟PBL教学模式加角色扮演法在诊断学问诊实践教学中的应用

Application of Simulate Problem-Based Learning Teaching Model Combine with Role-Playing Method in the History-Taking Practices of Diagnostics

目的:探讨拟PBL教学模式+角色扮演法在诊断学问诊实践教学中的应用效果。方法:随机选择本院2012级临床医学专业97名学生为研究对象,所有同学均先后接受传统教学模式+SP教学法、拟PBL教学模式+角色扮演法进行问诊实践教学,每种方法实践学时均为4学时,通过学生问诊技能水平的比较和心得反馈评价两种教学方法的效果。结果:使用拟PBL教学模式+角色扮演法进行问诊实验教学时学生的各项问诊技能表现优于传统教学模式+SP教学法(P<0.05);90%以上的学生均认为使用拟PBL教学模式+角色扮演法进行问诊实验教学时对学习更感兴趣、课堂氛围更加活跃、对教学效果满意、有利于医患沟通能力的提高。结论:拟PBL教学模式+角色扮演教学法应用于问诊实践能调动学生的学习积极性,是培养学生问诊技能的好方法。

Objective：To evaluate the effect of simulate Problem-based learning （PBL） teaching model combine with Role-playing method in the history-taking practices of diagnostics.Method：97 students of grade 2012 clinical medicine specialty of Zunyi medical college were randomly selected.The traditional teaching model ＋standardized patient （SP） teaching method, simulate PBL teaching model ＋ Role-playing method were applied in the history-taking practices teaching of all students successively, each method practice periods are for 4 hours.Two kinds of teaching methods effect was evaluated according to the results of history-taking skills test score and feelings of students after history-taking practices.Result：The score of history-taking skills test in the simulate PBL teaching model ＋Role-playing method were higher than traditional teaching model ＋ SP teaching method group（P〈 0.05）, more than 90% of the students feel that the simulate PBL teaching model ＋Role-playing method was applied to history-taking practices teaching was more interested in learning, the classroom atmosphere more active,was satisfied with the teaching effect, was beneficial to the improvement of doctor-patient communication skills.Conclusion：Simulate PBL teaching mode ＋ role-playing teaching method apply to history-taking practices teaching can mobilize students’ learning enthusiasm, is a good way to cultivate students communication skills.