以问题为基础的教学法和传统教学法应用于骨科临床实习教学的比较研究

Effect of Problem-based Learning and Traditional Teaching Method on Practical Teaching of Orthopedic Surgery

目的比较以问题为基础的教学法(PBL)和传统教学法在骨科实习教学中的效果,探索更适合骨科临床实习教学的教学方法。方法选择2012年5月-2013年12月在骨科实习的五年制临床医学专业学生55人为研究对象,按实习批次随机分为PBL组(n=29)和传统教学组即对照组(n=26),PBL组采用PBL教学方法,对照组采用传统教学方法。采用病例报告和出科考试相结合的方法进行教学效果评估。结果 PBL组骨科实习生病例报告时报告内容和回答问题方面较传统教学组强(P<0.05);PBL组骨科实习生出科考试病例分析类型题得分明显高于对照组(P<0.05),其他类型题(非病例分析类选择题、名词解释、问答题)组间差异无统计学意义(P>0.05)。结论 PBL教学法在培养骨科实习生临床思维和综合分析能力方面优于传统教学法,而并不影响学生对骨科基本知识、基础理论和难点的掌握程度。

Objective To compare the effect of problem-based learning（PBL） and traditional teaching method（lecture-based learning） on clinical practical teaching of orthopedic surgery.Methods Between May 2012 and December2013,55 orthopedic interns were chosen to be divided into two groups：PBL group（n= 29） and traditional lecture group（control group,n= 26）.Case report and examination on a completion of orthopedic surgery were used to assess the teaching outcomes.Results Performance differences in content of presentation and capability of answers to questions were significant between PBL group and the traditional group in the report test（P〈 0.05）.The test scores of case analysis examination in PBL group were significantly higher than those in the traditional lecture group（P〈 0.05）.There was no significant difference between the two groups in other types of questions（P〉 0.05）.Conclusion The participants in PBL group have performed significantly better in culturing clinical thinking and comprehensive analysis,competence and in no circumstance did they perform worse than traditional lecture method.