临床操作技能教学中PBL的应用价值探析

To Explore the Application Value of PBL in Teaching of Clinical Operation Skill

目的分析PBL教学方法在临床操作技能教学中的应用效果。方法选取2013级本科临床专业160例进入临床实习的学生为研究对象,数字法随机分为两组,对照组采用常规技能培训方法,研究组采用PBL技能培训方法,对比两组学生的临床技能的实际教学效果。结果研究组内科学习成绩(84.6±7.38)分,与对照组的(82.64±8.71)分对比,差异不具有统计学意义(P>0.05)。研究组的病房表现评分、出科考试评分、技能笔试评分与对照组对比,差异具有统计学意义(P<0.05)。研究组的内科基础知识评分与对照组对比,差异不具有统计学意义(P>0.05)。研究组临床操作技能评分、辅助检查解读评分与对照组对比,差异不具有统计学意义(P>0.05)。研究组的SP处理评分与对照组对比,差异具有统计学意义(P<0.05)。结论 PBL教学方法可提高学生的临床实践能力,提高学生的思维及人际交往能力。

Objective To analyze the application effect of PBL teaching method in the teaching of clinical operation skill.Methods In the class of 2013 undergraduate professional clinical 160 enter clinical practice students as research object, which were randomly divided to two groups, the control group used conventional skills training methods, the research group used PBL skill training method and compared between the two groups of students clinical skills of actual teaching effect.Results In the study group, the scores of Department of internal medicine （84.6±7.38） in the study group were compared with the control group （82.64±8.71）, the difference was not statistically significant （P〉0.05）. Research group of ward performance scores and departmental rotation examination score, written skills scores and compared with the control group, the difference is statistically signiifcant （P〈0.05）. In the study group, the difference was not statistically significant （P〉0.05）, compared with the control group. The study group clinical operation skill score, the auxiliary examination reading score and the contrast group contrast, the difference does not have the statistical signiifcance （P〉0.05）. SP in the study group compared with the control group, the difference was statistically significant （P〈0.05）. Conclusion PBL teaching method can improve students＇ clinical practice ability, improve students＇ thinking and interpersonal skills, and has obvious long-term value.