PBL教学模式在康复临床教学实践中的应用及评价方式研究

Study on the Application and Evaluation Method of PBL Teaching Model in the Practice of Rehabilitation Clinical Teaching

目的探讨PBL教学模式在康复临床实习教学实践中的应用效果及评价方式。方法以在康复科实习的2011级和2012级中西医结合专业五年制5年级实习学生为研究对象,共60人,分为非PBL教学组(30人)和PBL教学组(30人),非PBL教学组采用传统教学法,PBL教学组在传统教学法的基础上采用PBL教学法。采用书面理论考试及基于量表的形成性评价,评价包括学生能力、学习态度和互动协作等。结果 PBL教学组理论考试成绩为88.83分,非PBL教学组理论考试成绩为85.52分,2组比较差异具有统计学意义(P<0.05)。其中PBL教学组病例分析15.33分,非PBL教学组病例分析13.41分,2组比较差异具有统计学意义(P<0.05)。PBL教学组形成性评价量表显示学生自评和学生互评、学生互评和导师评价之间呈显著相关,学生自评和导师评价之间呈低度相关。结论 PBL教学不仅对学生学习的积极性、自主学习的能力、语言表达能力和思维与辩论能力等主观学习方面有提高,而且可提高学生记忆和理解等客观方面的学习能力。可通过学生自评、互评、导师评价三个维度的全向评价来补充体现PBL教学效果。

Objective To Study the application and evaluation method of PBL teaching model in the practice of rehabilitation clinical teaching. Methods The research object is the students of 5-year program of combination of traditional Chinese and Western medicine at grade 2011 and 2012 in clinical practice of our hospital rehabilitation. A total of 60 people were divided into non PBL group（30） and PBL group（30 people）. The non PBL teaching group used the traditional teaching method, and PBL teaching group used the traditional teaching method and the PBL teaching method. The result was evaluated by written theory test and the formative evaluation scale, includes the students＇ ability, the learning attitude and the interaction and cooperation. Results The score of theoretical examination of PBL teaching group was 88.83 points, the score of theoretical examination of non PBL teaching group was85.52 points, and the difference between two groups was statistically significant（P〈0.05）. The case analysis of PBL teaching group was 15.33 points, the case analysis of non PBL teaching group was 13.41 points, and the difference between the two groups was statistically significant（P〈0.05）. The PBL teaching group formative assessment scale showed that there was a significant correlation between students＇ self evaluation and mutual evaluation, students＇ mutual evaluation and tutor evaluation, but there was a low degree of correlation between the self-assessment of the students and the evaluation of the tutors. Conclusion PBL teaching not only improves students＇ learning motivation, autonomous learning ability, language expression ability, thinking and debating ability, but also improves students＇ learning of objective aspects such as memory and understanding. The teaching effect of PBL can be complemented by the omnidirectional evaluation of three dimensions of self-assessment, mutual evaluation and tutor evaluation.