程序化教学与PBL相结合在急诊实习教学中的应用

Application of Programmed Instruction Combined With PBL in Emergency Practice Teaching

目的探讨程序化教学与基于问题学习法(PBL)结合在临床本科生急诊实习教学中的应用效果。方法选取2008级临床医学专业学生189人作为研究对象,将其随机分为程序化教学与PBL结合组(88人)和传统教学组(101人)。采用以理论考试和技能考试成绩、问卷调查相结合的方法进行教学效果评估。结果两组学生的病历书写及医患沟通能力对比,差异无统计学意义(P>0.05);结合组问卷调查各项指标均优于传统组,差异具有统计学意义(P<0.05);两组学生的基础知识成绩对比,差异无统计学意义(P>0.05);结合组考试及考核成绩均高于传统组,差异具有统计学意义(P<0.05)。结论程序化教学与PBL教学相结合有利于提高急诊实习教学质量。

Objective To investigate the efficacy of programmed instruction and problem-based learning(PBL) in undergraduate clinical practice teaching. Methods 189 people of clinical medical students of grade 2008 were selected as the study objects. They were randomly divided into two groups: programmed instruction and PBL(88 persons) and traditional teaching group(101 persons). The teaching effect was evaluated by combining theoretical examination with skill test result and questionnaire survey. Results There was no significant difference between the two groups in the medical record writing and the communication ability between doctors and patients(P > 0.05). Combined with questionnaire survey, all the indexes were better than the traditional group, the difference was statistically significant(P < 0.05). The scores of basic knowledge of two groups of students were not statistically significant(P > 0.05).The scores of examination and examination in the combination group were higher than those in the traditional group, the difference was statistically significant(P < 0.05). Conclusion Programmed instruction combined with PBL is beneficial to increase clinical practice teaching and enhance teaching efficacy.