PBL教学法在临床麻醉教学中的应用效果分析

Application effect analysis of problem-based learning in the clinical anesthesia teaching

目的 探讨PBL教学法在临床麻醉教学中的应用效果。方法 于2013年9月-2014年9月选取本院麻醉专业大三本科生214人,将其随机分为LBL组和PBL组,每组107人。LBL组采用传统的授课教学方式;PBL组在对专职教师进行PBL授课方式培训后进行PBL模式教学。教学完结后,分别调查两组学生对本学期麻醉授课效果的反馈及满意度,并进行专业考试。结果 与LBL教学方式相比,PBL教学方式可显著提高学生的学习兴趣、学习效率、分析解决问题的能力及对临床麻醉技能的掌握,差异有统计学意义（P〈0.05）;PBL组学生对教学的总满意度为95.33%,显著高于LBL组的45.79%,差异有统计学意义（P〈0.05）。PBL组的平均成绩为（89.43±2.28）分,显著高于LBL组的（73.52±4.17）分,差异有统计学意义（P〈0.05）。结论 PBL教学方式可有效提高学生的学习兴趣,、麻醉学知识的理解度及临床麻醉技能的掌握度,可推广应用。

Objective To analyze the effect analysis of problem-based learning（PBL） in the clinical anesthesia teaching. Methods 214 anesthesiology junior undergraduates in our college from September 2013 to September 2014 were selected and evenly divided into LBL group and PBL group in random.The LBL group was executed traditional teaching model,while PBL group was carried on PBL teaching model after the teachers was trained.At the ending of the semester,the feedback and satisfaction for the anesthesia teaching effect were investigated respectively,besides,the professional examination was performed. Results Compared to LBL teaching methods,PBL teaching mode showed observably improvement of students′ learning interest and efficiency,the ability to analyze and solve problem and the master for clinic anesthesia skills（P〈0.05）.The total students satisfaction in PBL group was 95.33%,which was significantly higher than45.79% of LBL group,the difference was statistically significant（P〈0.05）.The average score of PBL group was（89.43±2.28）,which was significantly higher than（73.52±4.17）of LBL group,the difference was statistically significant（P〈0.05）.Conclusion PBL teaching method showed great enhancement of students′ learning interest,the understanding of anesthesiology knowledge and the master of clinical anesthesia skills effectively,it was worth to be promoted.