血管外科见习中应用PBL结合CBL多媒体教学的研究探讨

Research and Study on the Application of PBL Combined with CBL Media Instruction in Vascular Surgery Probation

目的探讨血管外科见习中应用PBL结合CBL多媒体教学的研究价值。方法抽取在该院血管外科实习的学生70名,其中男38名,女32名,随机分成联合组(PBL结合CBL教学模式)和对照组(传统教学模式),观察两组见习学生的各项考核成绩、考核总成绩以及两组学生对CBL结合PBL模式的评价。结果联合组的专业基础理论、病历书写、基本操作、临床分析能力显著高于对照组,两组差异有统计学意义(P<0.05);联合组同学考试成绩为优秀人数显著高于对照组(χ2=18.326,P<0.001),不合格人数显著小于对照组(χ2=6.737,P=0.018);联合组同学在对该教学方式是否满意、学习的积极性是否提高、语言表达能力是否提高、分析解决问题能力是否提高、是否有利于提高师生的沟通力等方面均远远优于对照组,两组差异有统计学意义(P<0.05)。结论 PBL结合CBL多媒体教学效果优于传统教学模式,提高学生的学习积极性和主动性且有助于加强师生之间的沟通,具有很好的教学效果,值得进一步推广。

Objective To study the research value of the application of PBL combined with CBL media instruction in vascu-lar surgery probation. Methods 70 interns （male was 38 cases and female was 32 cases） in the department of vascular surgery of our hospital were extracted and randomly divided into the combined group （PBL combined with CBL instruction model） and control group （traditional instruction model）, various examination achievements, total examination achievement and the two groups’ evaluation of the CBL combined with PBL model were observed. Results The specialized basic theory, case record, basic operation and clinical analysis ability in the combined group were obviously higher than those in the con-trol group, and the differences between groups were obvious with statistical significance, P〈0.05, the number of case whose examination result was brilliant in the combined group was higher than that in the control group, （χ2=18.326, P=0.000）, the unqualified number in the combined group was obviously lower than that in the control group, （χ2=6.737, P=0.018）, the as-pects including whether students were satisfied with the instruction method or not, whether the study enthusiasm, language expression ability and analysis and problem-solving abilities were improved or not and whether it was conducive to improv-ing the communication between teachers and students or not in the combined group were far better than those in the control group, and the differences between groups were obvious with statistical significance, P〈0.05. Conclusion The effect of PBL combined with CBL media instruction is better than that of the traditional instruction model, improving the study enthusiasm and initiative contributes to the communication between teachers and students with good instruction effect, which is worth further promotion.