PBL教学法在内科学临床见习教学中的临床应用

Clinical Application of PBL Teaching Method in Clinical Practice Teaching in Department of Internal Medicine

目的:研究以问题为基础(PBL)教学法在内科学临床见习教学中的临床应用,为临床带教提供依据。方法:选取2015年9月到2016年1月我院内科学临床见习学生200例,按照随机数字表法将学生分为研究组和对照组,每组100例,研究组给予PBL教学方法,对照组给予普通教学方法,见习结束后以考试和问卷调查的形式进行考察,比较两组教学效果。结果:研究组总分及病历分析得分显著高于对照组,比较差异具有统计学意义(P<0.05),两组基础知识得分比较无统计学意义(P>0.05);问卷调查显示:研究组综合分析能力、自主学习能力、探索创新能力及教学满意程度均显著高于对照组,比较差异具有统计学意义(P<0.05)。结论:PBL教学方法能提高学生病历分析能力,综合分析能力、自主学习能力、探索创新能力及教学满意程度,教学效果显著。

Objective： To study the clinical application of problem based learning （PBL）teaching method in clinical probation teaching in Department of Internal Medicine, to provide basis for clinical teaching. Methods： 200 cases of clinical probation students in our hospital from September 2015 to January 2016 were selected, the students were divided into the study group and the control group according to the random number table method, 100 cases in each group, the study group was given PBL teaching methods, the control group was given ordinary teaching methods, the examination and questionnaire survey were carried out after the probation, the teaching effects of the two groups were compared. Results： The scores of the study group and the medical record analysis were significantly higher than those in the control group, the difference was statistically significant（P〈0.05）, basic knowledge score of two groups were not statistically significant（P〉0.05）; Questionnaire survey： The comprehensive analysis ability, independent learning ability, exploration innovation ability and teaching satisfaction degree of the study group were significantly higher than those of the control group, the difference was statistically significant （P〈0.05）. Conclusion： PBL teaching method can improve students＇ability of medical record analysis, comprehensive analysis ability, autonomous learning ability, exploration innovation ability and teaching satisfaction degree, which has a good teaching effect.