摘要
目的：研究PBL联合LBL教学法在心血管内科临床教学中的应用效果。方法纳入2014年1~12月在解放军总医院实习的116名军医大学全日制五年临床医学本科实习医师,随机分为研究组（n=58）和对照组（n=58）。研究组采用PBL联合LBL教学法进行心血管内科临床教学,对照组采用传统的LBL教学法进行教学。教学结束后通过专业考试和问卷调查的方法,对两种教学方法的效果进行比较。结果研究组的考试总分、理解强化题、综合应用题和临床实践考核的平均分值高于对照组,差异有统计学意义（P〈0.01）；研究组与对照组的基础理论题的平均分值差异无统计学意义（P〉0.05）；研究组在教学效果评价中的优良评价率高于对照组,差异有统计学意义（P〈0.05）。结论与传统的LBL教学法相比,PBL联合LBL教学法的考核分数以及教学效果评价的优良率更高,值得在今后的心血管内科临床教学应用中进一步推广。
Objective To research the effect on problem based learning （PBL） united lecture based learning （LBL） teaching method in clinical cardiovascular medicine. Methods 116 cardiovascular medical interns of General Hospital of PLA from January to December in 2014 were selected.They were divided randomly into the research group （n=58） and the control group （n=58） who received the PBL united LBL teaching method or only LBL teaching method.Teaching effects were evaluated by professional examination and questionnaire investigation. Results The research group had a significant higher average score in examinational total score,memory and analysis subjects,comprehensive application subjects and clinical practice assessment,there were statistical differences （P〈0.01）.There was no significance difference （P〉0.05） in basic knowledge subject.The research group had a significant higher satisfaction rate in teaching evaluation than the control group,there was statistical difference （P〈0.05）. Conclusion PBL united LBL teaching method has a significantly higher examinational score and satisfaction rate of teaching evaluation than LBL.PBL united LBL teaching method is worthy to be applied extensively during the clinical teaching in cardiovascular medicine.
出处
《中国当代医药》
2015年第30期148-150,共3页
China Modern Medicine
基金
中国心血管医师研究基金(2013QY06-30)
