急性胰腺炎教学设计中应用改良PBL教学法的效果分析

The Effect of Modified PBL Teaching Method in Teaching Design of Acute Pancreatitis

目的分析改良提问式(problem based learning,PBL)教学法在急性胰腺炎教学设计中的效果。方法采用整群随机抽样法选取我校2015级本科、临床医学专业66名本科生作为研究对象,随机分为观察组(n=33)和对照组(n=33)。对照组采用传统教学方法进行教学,观察组采用改良PBL教学法教学,比较两组教学效果。结果观察组课程考试成绩优秀率高于对照组,不合格率低于对照组,差异均具有统计学意义(P<0.05);问卷调查结果显示,在"培养自学能力、提高分析解决问题能力、提高学习兴趣和团队协作能力、对教学方法满意"等方面,观察组的认同率高于对照组(P<0.05或P<0.01)。结论改良PBL教学方法在急性胰腺炎教学设计中能更好调动学习积极性,并提高学生学习兴趣和分析解决问题的能力,教学效果显著。

Objective To analyze the effect of modified PBL （problem based learning） teaching method in the teaching design of acute pancreatitis. Methods 66 cases of undergraduates majoring in clinical medicine of 2015 in our university were selected as tl^e research object, randomly divided into the observation group （n=33） and the control group （n=33）, the control group was treated with traditional teaching methods, the observation group was treated with modified PBL teaching methods, the teaching effect was compared between 2 groups. Results The course exam success rate of the observation group was higher than the control group, the failure rate is lower than the control group （P 〈 0.05）. Survey results show that the recognition rate of cultivation of self-study ability, improve the ability of analyzing and solving problems, improve the interest of learning and teamwork ability, teaching methods and other aspects of satisfaction in the observation group were higher than these in the control group （P 〈 0.05 or P〈 0.01）. Conclusion Modified PBL teaching method in the teaching of acute pancreatitis can better mobilize the enthusiasm of learning, and improve students＇ interest in learning and problem-solving ability, its teaching effective were remarkable.