基于真实病人PBL教学和传统床旁教学的效果比较

A Comparative Study on the Teaching Effectiveness between Patient based Problembased Learning and Conventional Bedside Teaching

目的在临床八年制系统整合课程中比较真实病人PBL(PPBL)见习和传统见习的教学效果,评估PPBL的教学价值。方法在两个年级临床八年制系统整合临床课程中,随机抽取6名志愿报名的学生构成PPBL见习组,其他学生为传统床旁(CBT)见习组。比较二组同学的模块TBL成绩、期末笔试成绩和TBL组内同学互评分。结果 PPBL组和CBT组在学习整合课程前的诊断学成绩相当。课程结束后,两组同学的模块TBL成绩、期末笔试成绩、TBL学生互评分均相当,差异均无统计学意义。结论 PPBL在临床见习教学中效果不劣于传统教学,结合其在促进学生自主学习,沟通互动,文献管理能力等方面的特点,有推广使用价值。

Objective To evaluate the teaching effect of Patient based Problem-Based Learning （PPBL） vs conventional bedside teaching （CBT） instudents of eight years medical program. Method Six students of Eight years medical program in two grades from volunteer registration were randomized into PPBL group and the other students were recruited into CBT group. After one year study, the test score in module TBL test, written test in final exam and mutual score were evaluated to compare the teaching effect of two groups. Results The baseline of the two groups were matched when comparing their grades in Diagnoses Course. After trainee period, there were no significant differences between two groups of the test score in module TBL test, written test in final exam and mutual score. Conclusion The PPBL mode is not inferior to conventional bedside teaching. Furthermore, with advantage in developing the competency of communication, cooperation and manage the information, PPBL has its special value and should be popularized.