问题式教学法在急诊科全科医师培养中的应用

Application of problem-based learning teaching method in training as general practitioner in emergency department

目的探讨问题式教学法(problem-based learning,PBL)在急诊全科医师培养中的应用效果。方法选取2014-01至2015-12在蚌埠医学院某附属医院急诊科培训的全科医师118名,随机抽签均分成试验组和对照组。试验组采用PBL教学法,对照组采用传统教学法,对同样内容进行教学后,分别采用调查问卷和技能考核的方法对两组的教学效果进行评价。结果(1)与对照组相比,试验组在心肺复苏(t=39.16,P<0.05)、气管插管(t=56.64,P<0.05)、腹腔穿刺(t'=32.73,P<0.05)、胸腔穿刺(t'=33.77,P<0.05)、病例分析(t'=6.91,P<0.05)、问卷调查(t'=44.03,P<0.05)方面得分均较高,差异有统计学意义;(2)试验组在理解程度(t'=12.21,P<0.05)、课堂氛围(t'=10.92,P<0.05)、教学互动(t'=6.07,P<0.05)、能力情况(t'=8.69,P<0.05)和知识掌握程度(t'=9.59,P<0.05)方面得分及总分(t'=44.03,P<0.05)均高于对照组,差异均有统计学意义。结论 PBL教学法能显著提高教学质量,有助于提高全科医师的自学能力、实践能力和临床操作技能,教学效果显著。

Objective The present study was conducted to describe the application effect of problem-based learning （PBL） teaching method on training as general practitioner in emergency department. Methods 118 general practitioners in emergency department of a hospital affiliated to Bengbu medical college from January 2014 to December 2015 were selected and randomly divided into control group and experimental group by drawing lots. The experimental group was taught by PBL teaching method, the control group was taught by traditional teaching method. After teaching the same contents, questionnaire and skills assessment was used respectively to evaluate the teaching effect for the two groups. Results （1） Compared with the control group, scores of cardiopulmonary resuscitation （t=39.16, P〈0.05）, trachea intubation （t=56.64, P〈0.05）, abdominal paracentesis （t＇=32.73, P〈0.05）, thoracic paracentesis （t＇=33.77, P〈0.05）, case analysis （t＇=6.91, P〈0.05）, questionnaire survey （t＇=44.03, P〈0.05） of the experimental group were higher, the differences were statistically significant; （2） The scores of understanding level （t＇=12.21, P〈0.05）, classroom atmosphere （t＇=10.92, P〈O.05）, teaching interaction （t＇=6.07, P〈0.05）, capability （t＇=8.69, P〈0.05）, knowledge mastery level （t＇=9.59, P〈0.05）, and overall score （t＇=44.03, P〈0.05） were significantly higher than those of the control group. Conclusions PBL teaching method can significantly improve the teaching quality, it＇s helpful for the improvement of the self-learning ability, practical ability and clinical skills of general practitioner, and the teaching effect is remarkable.