行为导向法与PBL应用于“卓越医生”诊断学教学中的探索

Exploration of behavior-oriented method combined with PBL in the diagnostics teaching of "outstanding doctor"

目的探讨行为导向法和PBL教学法结合应用于我校第一届"卓越医生"班《诊断学》教学中的价值。方法将我校2015年13级入校学生随机选择编入卓越医生班学生为实验组(n=60),同期临床专业班(普通班)学生为对照组(n=180),实验组采用行为导向法和PBL教学法,对照组采用传统教学法,通过问卷调查及考试评价教学效果。结果在期末诊断学理论考试和体格检查操作中,实验组学生较对照组平均分略高,但差异无统计学意义(P>0.05);病史采集和辅助检查平均分实验组高于对照组,差异有统计学意义(P<0.05)。实验组学生对教学后各项能力提高的认可率均较对照组高,差异有统计学意义(P<0.01)。结论行为导向法与PBL教学法应用于我校"卓越医生"《诊断学》教学中激发了学生的创造性,培养了学生的自主学习能力,但是推广尚有难度。

Objective To explore the value of behavior-oriented method combined with problem-based learning （PBL） teaching method applied to the first ＂outstanding doctor＂ class of our school in diagnostics teaching.Methods 13 grade students of our school in 2015 were randomly selected as experiment group （n=60） with the class of outstanding doctor students,the same period clinical professional class （regular class students） as control group （n=180）.The experiment group was given behavior-oriented method combined with PBL teaching method,while the control group was given the traditional teaching method,teaching effect was evaluated through the questionnaire survey and examination.Results The average score of the experiment group was slightly higher than that of the control group in the final diagnosis theory ex- amination and medical examination operation,but the difference was not statistically significant （P〉0.05）;the average score of the experiment group was higher than that of the control group in history collection and auxiliary examination results,the difference was statistically significant （P〈0.05）.The approval rating of various abilities after teaching in the experiment group was better than that in the control group,and the difference was statistical significance （P〈0.01）.Conclusion Behavior oriented teaching combined with PBL teaching method in our ＂outstanding doctor＂ in diagnostics teaching can stimulate the students＇ creativity,cultivate the students＇ autonomous learning ability,but the promotion is difficult.