不同教学方法在胸外科临床教学中的应用及效果分析

Study on Problem-base Learning and Lecture-Based Learning Mode in Clinical Practice Teaching of Thoracic Surgery

目的探索以问题为基础的学习方法及以授课为基础的学习方法在胸外科临床教学中的应用效果。方法选取在某院胸外科轮转实习的2009级7年制临床医学专业研究生28名以及外科基地轮转学员24名,分别开展PBL教学和以授课为基础传统教学法的学习。教学结束后,根据讲课内容及教学大纲命题,采取有标准答案的选择题和简单题结合的形式考核。利用SPSS 16.0软件对同类学生的平均成绩进行t检验,检验水准α=0.05。结果研究生PBL教学组胸外科考核成绩为90.26±4.18分,传统教学组考核成绩为81.40±3.98分,两组成绩差别有统计学意义(P<0.05)基地轮转PBL教学组胸外科考核成绩81.49±6.31分,传统教学组考核成绩82.3l±5.81分,两组成绩差别无统计学意义(P>0.05)。结论 PBL教学法在7年制研究生的胸外科临床教学效果上优于传统教学,而对于基地轮转学员则不然,对于不同类型学生应因材施教。

Objective To investigate the effectiveness of problem-based learning and lecture-based learning in thoracic surgery teaching. Methods Capital medical university 7-year program medical students（n=28）and Specialist training students（n=24） were applied in PBL group and LBL group, respectively. The learning outcomes were evaluated by Test with standard answers. Data were analyzed by SPSS 16.0 and t test was used to compare the average scores of theory,α=0.05. Results The results showed that the average theory scores of medical students in PBL（90.26±4.18）, in LBL（81.40±3.98）, showed significant differences（P〈0.05）. The average theory scores of Specialist training students in PBL（81.49±6.31）, in LBL（82.3l±5.81）, there was no difference（P〉0.05）. Conclusion PBL mode can improve 7-year program medical students ability but there was no improvement in Specialist training students, we should teach students in accordance with their aptitude.