感染性疾病临床实习中PBL结合CBL教学模式应用分析

Analysis of Application of PBL and CBL Teaching Model in the Infectious Disease Clinical Practice

目的该文主要探究感染性疾病临床实习中PBL结合CBL教学模式应用效果。方法该次研究对象选取2015年1月—2016年6月某大学2011级临床医学专业学生38名,按照学生学号的先后顺序一对一的分别纳入,即为第一组19名,第二组19名。第二组行PBL结合CBL教学模式,第一组行常规授课教学模式,两组学生均通过考试和调查评估其教学效果,对比两组教学效果。结果 38名学生均参与调查和考试,第一组学生客观题平均分为(23.4±5.1)分,第二组学生客观题平均分为(23.7±4.9)分;第二组学生患者分析题平均分为(15.6±4.5)分,明显高于第一组的(10.9±3.7)分;第二组学生总成绩为(38.5±4.6)分,第一组学生总成绩为(32.2±4.0)分;而问卷调查结果分数比较,第二组学生明显优于第一组学生,差异有统计学意义(P<0.05)。结论 PBL结合CBL教学模式应用于感染性疾病临床实习之中,有效激发学生学习的主动性,加强学生语言交流能力,更为重要的是能够有效地提升了学生临床思维能力,在现今的医学教育之中,这种教育模式的推广价值显著。

Objective To study the application effect of PBL and CBL teaching model in the infectious disease clinical practice. Methods 38 cases of students in the clinical medicine major in some university in 2011 from January 2015 to June 2016 were selected as the research objects and divided into two groups with 19 cases in each according to the admission order, the first group adopted the routine teaching model, while the second group adopted the PBL and CBL teaching model, and both groups passed the examination and the teaching effect was surveyed and evaluated and the teaching effect was compared between the two groups. Results 38 cases of students participated in the survey and examination, the average score of objective questionnaires in the first group was（23.4±5.1）scores and（23.7±4.9）scores in the second group, and the average score of analysis question in the second group was obviously higher than that in the first group[（15.6±4.5）scores vs（10.9±3.7）scores], and the total score in the second group was（38.5±4.6）scores and（32.2±4.0）scores in the first group,and the survey results in the second group were obviously better than those in the first group, and the differences had statistical significance（P〈0.05）. Conclusion The application of PBL and CBL teaching model in the infectious disease clinical practice can effectively motivate the initiative of students, enhance the language communication ability of students, above all, it can effectively improve the clinical thinking ability of students, in the current medical education, the education model is worth promotion.