改良PBL教学方法在神经外科临床实习教学中的应用

Application of improved PBL teaching method in clinical practice teaching in Department of Neurosurgery

目的探讨改良PBL教学方法在神经外科临床实习教学中的应用价值。方法选取2014年3月~2016年3月在新疆医科大学第一附属医院神经外科实习的60名临床实习本科生作为对象,采用简单随机法将学生分为对照组(采用传统实习带教法,30名)、观察组(采用改良PBL教学法,30名)。比较两组老师及学生评教情况、学生出科考试成绩及学生对教学效果的评价。结果两组教师及学生对教学态度、教学内容评分比较,差异无统计学意义(P>0.05);而对于教学过程、教学引导、教学效果,观察组教师及学生评分明显高于对照组,差异有统计学意义(P<0.05)。观察组学生理论考试及实践技能考试成绩均优于对照组,差异有统计学意义(P<0.05)。观察组学生对与激发学习兴趣、基础知识掌握、培养独立思考及自学能力、查阅文献能力、培养临床工作能力、规范化治疗、评判性思维、培养团队协作能力、所接受教学方式满意率均优于对照组,差异有统计学意义(P<0.05)。结论改良PBL教学法能够较大提高学生的学习兴趣及学习成绩,提高教学质量,值得广泛应用于神经外科临床实习教学中。

Objective To explore the application of improved PBL teaching method in clinical practice teaching in Department of Neurosurgery. Methods From March 2014 to March 2016, in First Affiliated Hospital of Xinjiang Medical University, 60 undergraduate internships in the Department of Neurosurgerywere were selected, according to the simple random method, students were divided into control group（given traditional teaching methods, 30 students） and observa tion group（given modified PBL method, 30 students）. Evaluation of teaching effect of teachers and students, students score and teaching effect of students of two groups were compared. Results The teachers and students on teaching attitude, teaching content scores of two groups were compared, the differences were not statistically significant（P 0.05）; and for the teaching process and teaching guidance, teaching effect, teachers and students in the observation group were significantly higher than those in the control group, the differences were statistically significant（P 0.05）. The scores of theory test and practical technique test of students in the observation group were better than those in the control group, the differences were statistically significant（P 0.05）. Stimulating interest in learning, mastery of basic knowledge, cultivate independent thinking and self-learning ability, literature ability, training of clinical work ability, standardized treatment, critical thinking and cultivate the teamwork ability, accepted teaching method the satisfaction rate of students in observation group were better than those in the control group, the differences were statistically significant（P 0.05）. Conclusion The improved PBL teaching method can greatly improve the students＇ interesting in learning and academic performance, improving the quality of teaching,it is widely used in clinical practice teaching in Department of Neurosurgery.