摘要
目的:比较儿科临床实习中CBL和PBL的教学法,探索哪种教学法更加适合于当前的儿科临床实习教学。方法:对2014-2015年和2015-2016年期间在本院儿科实习的各30人分别采用CBL和PBL进行教学。结果:CBL组实习前后的理论成绩分别为(79.33±8.68)分和(90.00±7.19)分,成绩提高(10.67±10.15)分。PBL组实习前后的理论成绩分别为(79.67±8.19)分和(91.00±6.35)分,成绩提高(11.33±9.19)分,两组成绩提高经检验无统计学意义。学生对教学的综合满意率CBL为96.67%,PBL为86.67%,经检验,P=0.013<0.05,有统计学意义。结论:CBL和PBL对儿科临床实习期间的学生成绩提高两者无统计学意义,但学生更喜欢CBL教学。
Objective：To explore which model is more suitable for the current pediatric clinical practice teaching. Methods： The teaching methods of CBL and PBL were used for 60 people in the Department of Pediatrics of our hospital during the period of 2014-2015 and 2015- 2016. Result The CBL teaching group was 79.33 ±8.68 points before pediatric practice.The score was 90.00 ± 7.19 points at the end of the internship. The improvement of average score was 10.67 ± 10.15. The PBL teaching group was 79.67 ± 8.19 points before pediatric practice. The score was 91.00 ± 6.35 points at the end of the internship. The improvement of average score was 11.33 ± 9.19. The score was not statisti- cally significant. The comprehensive satisfaction rate of the students to the teaching CBL is 96.67 %, PBL is 86.67 %. It was statistically signifi- cant. Conclusion： PBL have no statistical significance in improving the students＇ scores in pediatric clinical practice, but students are more fond of CBL teaching.
出处
《中国高等医学教育》
2016年第11期121-122,共2页
China Higher Medical Education
基金
温州医科大学高等教育教学改革项目:PBL和CBL不同教学方法对儿科实习生的效果研究(编号:YBJG201438)
