CPBL教学法在留学生妇产科学临床见习教学中的应用及评估

Application and Evaluation of Clinical Problem-based Learning Model for the Practice of Foreign Undergraduates' Clinical Clerkship Teaching in Gynecotokology

目的探讨CPBL教学法在留学生妇产科学临床见习教学中应用的可行性及有效性。方法选择温州医科大学2008年级、2009年级及2010年级在第一临床学院妇产科临床见习的留学生共98人,随机分为CPBL教学法(研究组)与传统教学法(对照组)各两组。采用CPBL教学评分表、学生自评、问卷调查以及学生考试成绩对教学效果进行综合评估。结果 (1)随CPBL教学的开展,学生的各项评分及总分有逐次增加的趋势,尤其对学习能力提高与合作情况;(2)学生自评CPBL教学能有效提高学生的自我表达、自学、交流、理解和解决问题的能力。(3)问卷调查结果显示学生评价CPBL教学组教学效果较好(P<0.05)。(4)两组学生基础知识客观题成绩无明显差异(P>0.05),而CPBL教学组的病例分析主观题成绩明显高于传统教学组,差异具有统计学意义(P<0.05)。结论 CPBL是适合于妇产科留学生临床见习的教学模式,值得进一步推广。

Objective To investigate the practicability and effectiveness of clinical problem-based learning（CPBL） model for the foreign undergraduates＇ clinical clerkship teaching practice in gynecotokology. Methods Total 98 cases of foreign undergraduates were selected from 2008 year, 2009 year and 2010 year who were allocated to finish clinical clerkship teaching of obstetrics and gynecology department in the 1st Clinical College of Wenzhou Medical University. They were randomly divided into CPBL teaching group（study group） and traditional lecturebased learning（control group）. CPBL teaching model score card, students＇ self-evaluation, questionnaire survey and student exam score qualityanalysis were used to comprehensive evaluate teaching effectiveness. Results（1） Along with the application of CPBL, the total score and every indices were improved steadily, especially in the improvement of learning capability and cooperation skills.（2） Results of students＇ self-evaluation indicated that CPBL model could effectively improve the capability of selfexpression, self-learning, communication, comprehensive and problem solving.（3）Results of questionnaire survey suggested that teaching effectiveness in the CPBL teaching was significant better（P〈0.05）.（4） Results of student exam score quality analysis indicated that there was no significant difference in the objective questions about basic knowledge between the two groups（P〈0.05）, while the subjective questions concerning case analysis score of the study group was significant higher than control group（P〈0.05）. Conclusion CPBL teaching model is a suitable and effective teaching method for the foreign undergraduates＇ clinical clerkship teaching practice in gynecotokology, and it is worth to be further popularized.