PBL教学模式在内科学危重症临床教学中的应用研究

Problem Based Learning for Clinical Probation Teaching in Medical Intensive Care Unit

目的探讨以问题为中心教学模式用于内科学危重症临床教学的必要性和可行性。方法对2014年和2015年两批次临床医学见习生使用PBL教学法进行内科危重症临床见习的教学,并对第一批次学生分别使用传统讲述和PBL两种教学法进行教学,利用教学后学生填写调查问卷评价的方式比较两批次学生及第一批次中接受不同教学方法的学生对常规教学方法或PBL教学方法的反馈。结果两批次共69名学生参与本教学方法评价的研究。两组学生的问卷结果显示认为PBL教学法很必要的,分别占92.9%和81.8%(P=0.440)。PBL教学组平均评分2.47±0.92分,显著高于传统讲授组评分1.64±1.08分(P=0.005)。PBL组教学体验明显优于传统教学组(92.7%vs 71.4%,P=0.048)。结论 PBL教学法在内科危重症临床见习教学中深受学生欢迎,更好地使学生掌握重症患者处理的临床思维。

Objective To investigate the importance and feasibility of problem based learning（PBL） forclinical probation teaching in the medical intensive care unit. Methods Two groups of clinical students, each trainee using PBL teaching method for internal critical clinical probation teaching. The first batch of students was respectively using traditional teaching and PBL teaching method. Questionnaire investigation was used to compare the traditional teaching and PBL teaching. Results A total of 69 students were included. Students agreed that PBL is an important teaching method accounted for 92.9% and 81.8% respectively（P = 0.440）. And the score for PBL is 2.47±0.92, significantly higher than that of traditional teaching method with a score of 1.64±1.08（P=0.005）. The PBL group teaching experience is superior than the traditional teaching group（ 92.7%vs71.4%, P=0.048）.Conclusion PBL is important and feasible for clinical probation teaching in medical intensive care unit.