简化条件法在前列腺癌诊断PBL教学中的应用

Application of Simplified Condition Method in the PBL Teaching in Diagnosis of Prostatic Cancer

目的评估基于问题的学习(PBL)在前列腺癌诊断的能力和以诊断该类疾病为中心的专业知识中的效果。方法在对PBL的教学设计中,运用简化条件法(SCM)安排前列腺癌诊断的PBL教学顺序:首先,选择简单但有代表性的病例让学员学习诊断;然后,选择较复杂但有代表性的病例;接下来,选择更复杂的病例。结果开始时,PBL虽较简单,但所选的诊断问题是真实的病例,学员能看到病例诊断学习的实用价值,所学到的知识与技能及时应用于实际,因此有利于激发学员的学习动机。在PBL实施过程中,还采用了提问和学伴互动的助学策略。SCM强调问题"有代表性、有应用性、简单易学、能激发动机",参加诊断学习的学员反映学习收获较大,且乐意学习。结论考核成绩证明,学员诊断前列腺癌的能力得到显著提升。

Objective To evaluate the effect of simplified condition method in the PBL teaching in diagnosis of prostatic cancer. Methods The PBL teaching order of prostatic cancer diagnosis was arranged by the SCM in the PBL teaching de- sign, firstly, the easy and representative cases were selected for learning and diagnosis, then, the complex and representative cases were selected, and the more complex cases were selected. Results At beginning, the PBL was easy, but the diagnosis issues were the real cases, and the students could see the practical value of diagnosis and learning, but the learned knowl- edge and skill could be applied in practice in time, therefore, it was conductive to motivating the learning motivations of learning. And in the PBL implementation course, we should use the strategy of questioning and learning partners. SCM stressed that the problem was ＂representative, applicable, easy to learn and motivate＂, and the students participating in the diagnosis learning reflected that the learning harvest was bigger, and they were glad to learn. Conclusion The examination score proves that the ability of students in diagnosis of prostatic cancer is obviously improved.