PBL在临床医学本科阶段皮肤性病学教学中的应用

Application of problem-based learning in dermatology and venereology teaching of clinical medicine

目的探讨PBL在临床医学本科阶段皮肤性病学教学中的应用。方法将120名临床医学专业本科学生随机分成实验组和对照组，每组60人。教学内容包含“系统性红斑狼疮”“天疱疮”“银屑病”和“梅毒”，总计16学时；对照组为大班理论授课8学时＋小组临床见习8学时；实验组以案例为引导进行PBL教学，4学时／次，共计16学时。学期结束时进行教学满意度评价和考试。应用SPSS17．0对组间数据进行t检验。结果实验组学生在职业价值和伦理、交流技能、临床技能、群体健康和卫生系统、信息管理、评判性思维和研究等方面的教学满意度均高于对照组（P〈0．05）；实验组学生理论考试总分、理解题得分和应用题得分高于对照组（P〈0．05），且差异主要来自PBL教学内容。结论PBL教学不仅可以提高学生对知识的理解和应用能力，而且有利于学生自主学习能力培养。

Objective To explore the application of PBL in dermatology and venereology teaching. Method According to random principle, 120 students were divided into experimental group and control group （60 students per group）. The experimental group received PBL, and the control group received tradi- tional teaching. The teaching contents included systemic lupus erythematosus, pemphigus, psoriasis, syphilis. The course needed 16 periods totally, the traditional teaching group applied 8 classes extensive class teaching and 8 classes clinical trainee, and the PBL teaching group implemented case-based teaching 4 hours each time. Teaching satisfaction evaluation and test scores would be analyzed at the end of the semester. SPSS 17.0 was used for t test. Results The teaching satisfaction （contains professional values and ethics, communication skills, clinical skills, community health and health systems, information management, critical mind and research, etc.） of experimental group was higher than control group （P〈0.05）; The test scores of experimental group was higher than control group （P〈0.05）, especially in total score of theoretical examina- tion, comprehension and application. The difference mainly came from PBL teaching （P〈0.05）. Conclusion PBL is conductive not only to the comprehension and application of knowledge but to training the students＇ abilities of independent learning.