改良的PBL教学法在骨外科专业教学中的应用

Application of improved PBL teaching method in the teaching of bone surgery

目的探讨改良的PBL教学法在骨外科专业临床理论与临床见习应用的主要作用。方法本研究选取了2013年度来我科见习的100例本科临床医学专业以及七年制专业学生,随机分为实验组与对照组两组,每组50例。实验组采用改良的PBL教学模式;对照组采用传统的教学方式进行见习代教。学期结束进行理论考试以评价学生的学习效果与教学效果,并对教学情况进行问卷调查。结果学期结束考试中,实验组总成绩为(82.24±4.57)分,明显高于对照组的(65.35±3.59)分,差异有统计学意义(P<0.05)。其中两组基础理论成绩差异无统计学意义(P>0.05),而实验组学生的病案分析成绩为(48.04±4.81)分,明显高于对照组(34.45±3.52)分,差异有统计学意义(P<0.05)。调查问卷结果表明,实验组学生满意度96%,明显高于对照组88%,差异有统计学意义(P<0.05)。结论改良的PBL教学法可以培养和发展学生的创造性思维,使学生尽可能地利用临床思维思考与解决临床问题,大大地提高了教学效果。

Objective To investigate the main effects of the improved PBL teaching method in clinical practice and clinical practice of bone surgery. Methods 100 undergraduate clinical medicine majors and seven year students were selected and randomly divided into experimental group and control group, each group of 50 people. At the end of the semester, the students＇ learning effect and teaching effect were evaluated through theoretical examination,and the teaching situation was investigated by questionnaire. Results At the end of the semester,the total score of the experimental group was （82.24 ~ 4.57）,which was significantly higher than that of the control group （65.35 ~ 3.59）,with statistical difference （P 〈 0.05）.No significant difference between the two groups of the basic theory of achievement （P 〉 0.05）,while the students in the experimental group the case analysis results for （48.04 ~ 4.81）,significantly higher than the control group （34.45 ~ 3.52）,the difference was statistically significant（P 〈 0.05）.The results of the questionnaire showed that the students＇ satisfaction degree of the experimental group was 96%,significantly higher than that of the control group（88%）,and the difference was statistically significant（P 〈 0.05）. Conclusion The improved PBL teaching method can cultivate and develop students＇ creative thinking, so that students can make use of clinical thinking as far as possible to think and solve clinical problems, and greatly improve the teaching effect.