PBL法与LBL法联合在糖尿病教学中的效果评价

Evaluation of the Effect of Combined Teaching of PBL Method and LBL Method in Diabetes Teaching

目的评价PBL法与LBL法联合教学应用于糖尿病教学中应用的效果。方法选择2017年1—6月本院糖尿病临床实习学生100名作为对照组,选择2017年7—12月本院糖尿病临床实习学生100名作为研究组,对照组接受LBL法教学,研究组开展PBL法与LBL法联合教学,比对两组学生综合技能考核、操作成绩、理论成绩及糖尿病方面的考试成绩。结果研究组学生综合技能考核、操作成绩、理论成绩及糖尿病方面的考试成绩,与对照组临床指标数据对比,差异均具有统计学意义(P<0.05)。结论糖尿病教学中应用PBL法与LBL法联合教学,可以强化教学质量,提高学生对临床知识的掌握程度。

Objective To evaluate the application of the combined teaching of PBL and LBL in the teaching of diabetes. Methods 100 diabetes clinical interns from January to June 2017 were selected as control group. 100 diabetes clinical interns from July to December 2017 were selected as the research group. The control group received LBL teaching. The research group carried out the combined teaching of PBL method and LBL method. Comparisons were made between the two groups in terms of comprehensive skills assessment, operational performance, theoretical performance and diabetes test results. Results Compared with the data of clinical indicators of the control group, there were significant differences in the comprehensive skills assessment, operational performance, theoretical performance and diabetes test results of the students in the study group (P < 0.05). Conclusion The combination of PBL and LBL in diabetes teaching can strengthen the quality of teaching and improve the mastery of clinical knowledge.