PBL-seminar教学模式在神经病学教学中的应用

Application of PBL-seminar teaching mode in Neurology teaching

目的 探讨＆quot;以问题为基础-研讨会＆quot;（Problem-based learning-seminar,PBL-seminar）教学模式与以授课为基础的传统教学模式,即单向教育模式（Lecture-based learning,LBL）在神经病学教学中的应用效果优劣.方法 选取安徽医科大学2013级临床医学专业5年制学生100人,按单双学号分为观察组（50人）和对照组（50人）.观察组采取PBL-seminar教学法完成神经病学教学任务,对照组采取传统的LBL授课式教学法完成教学任务,采用调查问卷形式和期末理论考试、临床技能考核评估教学效果.观察两组在学习兴趣与积极性、自学及拓展能力、分析及解决问题能力、团队协作能力及沟通能力、考试成绩等方面的差异.结果观察组在学习兴趣与积极性、自学及拓展能力、分析及解决问题能力、团队协作能力、沟通能力及考试成绩均显著优于对照组（x2=27.47、18.88、21.42、32.19,均P〈0.01）;两组理论考核、实践技能考核成绩差异均有统计学意义（t=5.94,P〈0.05;t=9.13,P〈0.01）.结论 PBL-seminar教学法的教学效果较传统教学模式更为优越.

Objective To explore the ascendency of the teaching mode of problem-based learning seminar （PBL-seminar） in comparison to the traditional mode of 1ecture-based learning （LBL） in Neurology teaching.Methods 100 students were recruited from the department of clinical medicine of Anhui Medical University,and they were divided randomly into observation group and control group （50 students in each group）.Teaching modes of PBL-seminar and LBL were employed for teaching in observation group and control group respectively.Teaching effects were evaluated through questionnaire,theory test and clinical skill measurement.Learning interest and enthusiasm,self-study and development ability,and problem-analyzing and solving ability,team cooperation ability,communication skills and theory test scores were compared between the two groups.Results The learning interest and enthusiasm,self-study and development ability,and problem-analyzing and solving ability,team cooperation ability,communication skills and theory test scores in the observation group were significantly better than those in the control group（x2=27.47,18.88,21.42,32.19,all P〈0.01）.The theoretical examinations and clinical practice skills between the two groups had statistically significant differences （t=5.94,P〈0.05;t=9.13,P〈0.01）.Conclusion PBL-seminar teaching mode is superior to the traditional mode.