探讨PBL和CBL教学模式在消化系统疾病整合教学中的应用

Application of PBL and CBL teaching mode in digestive system disease integrated teaching

探讨以问题为基础(PBL)和以案例为基础(CBL)的教学模式在"以器官系统为基础,以疾病为中心"消化系统疾病教学改革中的应用效果。选取首都医科大学临床医学专业2012级(定向)本科生40名,按照随机数字表法分为两组,包括试验班20名、普通班20名。试验班实施PBL和CBL教学模式,普通班实施以传统教学模式(LBL)课程教学,课程结束后比较试验班与普通班在临床医学理论课、五站式考核成绩的差异。结果显示:试验班与普通班的理论考试成绩无统计学意义,成绩的优秀率具有统计学意义(P<0.05),反映临床能力的5站式考核,除查体外均具有统计学意义(P<0.05)。PBL和CBL教学模式在"以器官系统为基础,以疾病为中心"消化系统教学改革中效果显著。

To explore the effects of application of Problem Based Learning(PBL)and Case Based Learning(CBL)teaching modes in the"organ-system-based and disease-centered"teaching reform.A total of 40 undergraduates at grade 2012(orientated)majoring in clinical medicine at Capital Medical University were selected and divided into 2 groups according to the random number table method,including 20 undergraduates in ordinary class and 20 in the experimental class.PBL and CBL teaching modes were implemented in the experimental class.While traditional teaching mode(LBL)course teaching were conducted in the ordinary class.After the course is completed,the differences between the experimental class and the ordinary class in the examination scores of clinical medicine theoretical class and the five-station assessment.The results showed that there was no statistically significant difference between the experimental class and the normal class in the results of theoretical examination.However,a statistically significant difference was observed in the excellence rate of examination results(P<0.05)between experimental and ordinary class.There were also statistical differences in the five-station assessment of clinical ability except physical examination between two groups(P<0.05).The teaching mode of PBL and CBL is effective in the“organ-system-based and disease-centered”teaching reform and worthy of promotion.