PBL结合CBL教学法在重症医学科临床教学中的应用研究

Application Study on Teaching Method Combined PBL with CBL in Clinical Teaching of Intensive Care Unit

目的探讨PBL结合CBL教学法在重症医学科临床教学中的应用效果。方法随机选取2010级和2011级在兰州大学第二医院重症医学科临床医学专业与麻醉医学专业的实习生150人,随机分为实验组(75人)和对照组(75人)。实验组采用以问题为中心(Problem Based Learning,PBL)和以案例为基础(Case-Based Learning,CBL)的讨论式教学模式。对照组采用传统的以教师讲授为中心(Lecture-Based Learning,LBL)的教学模式。实习结束后从试题库随机抽取试题对两组学生均进行基础知识、技能操作、病例分析和发放问卷调查,考察教学效果。结果实验组实习结束时问卷调查统计显示:PBL结合CBL教学法可以提高学习的积极性、临床思维能力、自学能力、文献检索查阅能力、团队协作意识、促进沟通与表达,百分比分别是85.33%、93.33%、84.00%、92.00%、78.67%、77.33%,均高于对照组。实验组学生基础知识、技能操作、病例分析的成绩分别是(86.7±10.3)分、(75.1±8.4)分、(87.9±7.3)分,也均高于对照组,差异有统计学意义(P<0.01)。结论 PBL结合CBL教学法受到学生的欢迎,教学实践证明PBL结合CBL教学法确实可以提高实习生在重症医学科的实习效果。

Objective To explore the application effect of teaching method combined PBL with CBL in clinical teaching of intensive care unit. Methods 150 students were randomly selected from grades 2010 and 2011 of critical medicine clinical medicine specialty and anesthesia medicine interns in intensive care unit of the second hospital of lanzhou university, and were randomly divided into experimental group（75 cases） and control group（75 cases）. The teaching modes of problembased learning and case-based learning were used in experimental group. The traditional teaching mode of lecture-based learning was used in control group. In order to study the teaching effect, the both groups of students took the test about the basis of knowledge, the operation of skills and the analysis of cases after the internship. At the same time, students must filled in the questionnaire. Results At the end of internship statistics of the questionnaire survey had displayed PBL combined with CBL teaching method had improved the enthusiasm of learning, clinical thinking ability, self-study ability, literature retrieval ability, the team cooperation consciousness, and promoted communication and presentation. Percentages were respectively 85.33%, 93.33%,84.00%,92.00%,78.67%,77.33%. They are higher than these of the control group. For this reason,scores of experimental group were respectively（86.7±10.3）,（75.1±8.4）,（87.9±7.3）, which were higher than the control group. The difference was statistically significant（ P〈0.01）. Conclusion Teaching methods of PBL and CBL are welcomed by students. Teaching practice has proved that teaching methods of PBL and CBL can improve the effect of interns in clinical teaching of intensive care unit.