医学模拟教学联合PBL教学模式在神经内科见习中的应用效果分析

Analysis of the Effect of Simulation Based Medical Education Combined With PBL Teaching Model in Neurology Department

目的探讨医学模拟教学(simulation based medical education,SBME)联合问题学习法(problem based learning,PBL)教学模式在神经内科见习中的应用效果。方法将广西中医药大学第一附属医院脑病科二区实习的96名学生随机分为研究组和对照组,每组各48名。研究组采取SBME联合PBL教学模式进行教学,对照组采取PBL教学模式进行教学。实习结束后,采用理论考核、技能考核、问卷调查等方式对两组学员的教学效果进行比较和评价。结果两组学生的理论考试成绩差异无统计学意义(t=0.326,P=0.745);研究组病例分析成绩(t=4.376,P<0.001)、操作技能成绩(t=3.179,P=0.002)均高于对照组;问卷调查结果显示,与对照组比较,研究组教学方法更能增加学习兴趣(t=6.483,P<0.001)、提高学习效率(t=2.281,P=0.025)、提高自学能力(t=3.661,P<0.001)、提高语言表达能力(t=2.125,P=0.036)、提高综合分析问题的能力(t=3.154,P=0.002)、提高临床操作能力(t=2.335,P=0.022)、提高临床思维能力(t=2.133,P=0.036)、增强团队合作意识(t=3.202,P=0.002)、教学满意度更高(t=10.622,P<0.001)。结论 SBME联合PBL教学模式可有效提高神经内科见习学生的学习效果,增强了见习学生对学习的兴趣,提高了见习学生临床技能操作、病例分析以及综合处理能力。

Objective To explore the effect of simulation based medical education （SBME） combined with problem based learning （PBL） teaching model in neurology department. Methods A total of 96 students in the First Affiliated Hospital of Guangxi University of Traditional Chinese Medicine were randomly divided into the study group and the control group, and with a total of 48 subjects in each group. The study group took SBME combined with PBL teaching mode, while the control group adopted PBL teaching mode. After the practice, the teaching effect of the two groups was compared and evaluated by means of theoretical examination, skill assessment and questionnaire survey. Results There was no significant difference of the theory examination scores of the two groups （t=0.326, P=0.745）, the score of case analysis results （t=4.376, P〈0.001）, operation skills （t=-3.179, P=-0.002） were significantly higher in study group than in control group, the questionnaire results showed that, compared with control group, the study group teaching method can increase the learning interest （t=6.483, P〈0.001）, improve the efficiency of learning （t=-2.281, P=-0.025）, improve the self-learning ability （t=3.661, P〈0.001）, improve the ability of expression （t=2.125, P--0.036）, improve the ability of comprehensive analysis of problems （t=3.154, P=0.002）, improve the clinical skills （t=2.335, P=0.022）, improve the clinical thinking ability （t=2.133. P=-0.036）, enhance the sense of teamwork （/=-3.202, P=-O.O02）, and teaching satisfaction was higher （t=-10.622, P〈0.001）. Conclusion SBME combined with PBL teaching mode can effectively improve the learning effect of students in neurology department,enhance student interest in learning, Improve the students＇ clinical skills, case analysis and comprehensive processing capacity.