探讨在糖尿病诊治教学中PBL结合模拟患者模式的应用

To Investigate the Application of PBL Combined With Simulated Patients in Diagnosis Teaching of Diabetes Mellitus

目的探讨在糖尿病诊治教学中PBL结合模拟患者模式的应用效果。方法随机选取某校2014级两个班学生为研究对象,分别作为对照组(42人)和实验组(45人),两组学生参与研究前性别、年龄、成绩差异均无统计学意义(P>0.05)。对照组学生采用传统教学方法授课,即由授课教师讲授、板书的模式进行授课;实验组学生则进行PBL结合模拟患者模式进行授课。两组学生均由同一教师授课。学期末同时对两组学生进行有关糖尿病理论知识检测、同时由授课教师对每一位学生的整体表现进行打分,均采用满分制100分,并且向两组学生发放自制调查问卷,继而对学生理论知识、教师打分和调查问卷结果进行统计分析。结果理论知识得分和教师打分实验组均高于对照组(P<0.05);调查问卷七项调查项目结果显示实验组均优于对照组(P<0.05)。结论 PBL结合模拟患者教学模式较传统教学模式优势更为明显,可以提高学生糖尿病理论知识掌握能力、有助于提高教学质量、对提高学生综合能力有显著帮助。

Objective To investigate the application effect of PBL combined with simulated patients in the diagnosis teaching of diabetes mellitus. Methods Randomly selected two classes from grade 2014 of a school as the study objects, respectively as the control group （42 people） and the experimental group （45 people）, for gender, age, scores of students of the two groups before study, there were no statistically significant （P〉0.05）. The students in the control group accepted the traditional teaching methods of teaching, namely taught by teachers by writing on the blackboard, adopted problem-based learning （PBL） combined with stimulated patients model towards the students in the experimental group, two groups of students were taught by the same teacher. At the end of the semester, conducted test towards the two groups of students on theoretical knowledge about diabetes at the same time, as well as-they were scored by the teacher overall performance, with 100-scale, and the two groups of students ware issued a self-made questionnaire, then points on theoretical knowledge, teachers scoring and the results of the questionnaire for statistical analysis. Results The theoretical knowledge score and teachers＇ scoring of experimental group were significantly higher than that of the control group （P〈0.05）, the results of the seven survey items showed that the experimental group was significantly better than the control group （P〈0.05）. Conclusion Compared with traditional teaching method, the advantage of problem-based learning combined with stimulated patients teaching method is more obvious, which can improve students＇ capacity to master theoretical knowledge about diabetes mellitus, is conducive to improve the quality of teaching, as well as is particularly helpful for improve comprehensive ability of students.