基于专业知识调查问卷法结合PBL在眼科规培生教学中的应用和效果评价

Application and effects of questionnaire combined with problem-based learning in ophthalmological residents teaching

目的评价基于专业知识调查问卷法结合PBL在眼科规培生教学中的应用和效果。方法选择2015年1月至2016年1月于首都医科大学附属北京中医医院眼科轮转的非眼科专业规培生90名,随机分为观察组(45名)和对照组(45名);观察组采用基于专业知识调查问卷方法结合PBL教学方法,对照组采用传统教学方法。结果 (1)调查结果表明规培生本专业相关眼科疾病的熟悉度较低。(2)两组在临床操作考试比较中差异无统计学意义(P>0.05)。两组在眼科知识、本专业相关眼科疾病知识和考试总分比较中差异有统计学意义(P<0.05),尤其是观察组在本专业相关的眼科疾病得分更高。(3)两组在缓解学习压力改善率方面,差异无统计学意义(P>0.05),两组其他问题的改善率差异有统计学意义(P<0.05),观察组改善率更高。结论基于专业知识调查问卷法结合PBL教学法能够有效的提高眼科规培生学习效果。

OBJECTIVE To evaluate the application and effects of questionnaire involving specialty knowledge combined with problem-based learning（PBL） in ophthalmological residents teaching. METHODS Ninety medical students without ophthalmic background from Beijing Hospital of Traditional Chinese Medicine during their internship between January 2015 and January 2016 were randomly divided into observation group（45 students） and control group（45 students）. Observation group were taught by questionnaire involving specialty knowledge combined with PBL teaching method,while the control group were educated by traditional teaching method. RESULTS The survey showed that：1. Students from specialties other than ophthalmology were unfamiliar with eye diseases knowledge. 2. There was no significant difference in the clinical operation examination between the 2 groups（P〈0.05）. There were significant differences in the eye disease knowledge,eye disease knowledge related to their own majors and the total score between the 2 groups（P〈0.05）,especially that students in the observation group had higher scores of eye disease knowledge related to their own majors. 3. There was no significant difference in improvement rate of learning pressure between the 2 groups（P〈0.05）,the difference of improvement rate of other problems between 2 groups was statistically significant（P〈0.05）. Specifically,the improvement rate of observation group was higher. CONCLUSIONS Questionnaire involving specialty knowledge combined with PBL teaching method could effectively improve the learning effects in ophthalmology teaching.