PBL教学模式在泌尿外科临床实习教学中的应用

Application of PBL Teaching Mode in Clinical Practice Teaching of Urology

目的探究PBL教学模式在泌尿外科临床实习教学中的应用及对教学质量的影响。方法选取2017年3月—2018年10月本院泌尿外科的实习生100名,随机分成两组,对照组使用常规教学模式,研究组使用PBL教学模式,教学对比两组研究对象的临床能力以及实习考核分数成绩。结果除探索能力和综合分析能力外,研究组各项能力均优于对照组,差异有统计学意义(P <0.05);研究组考核分数均高于对照组,差异有统计学意义(P <0.05)。结论在泌尿外科临床实习教学中,使用PBL教学模式效果较好,能够有效帮助实习生获得查阅资料、临床思维、口头表达、探索、自学、协作、综合分析等能力,提高考核分数,提高教学质量。

Objective To explore the application of PBL teaching mode in clinical practice teaching of urology and its impact on teaching quality. Methods 100 interns from the department of urology from March 2017 to May 2018 were randomly divided into two groups. The control group used the regular teaching mode. The research group used the PBL teaching mode to compare the clinical ability of the two groups. And the results of the internship assessment scores. Results The ability (except exploration and comprehensive analysis ability) of the study group was better than the control group (P < 0.05). The scores of the study group were higher than the control group (P < 0.05). Conclusion In the clinical practice teaching of urology, the use of PBL teaching mode is effective, which can effectively help interns to gain access to materials, clinical thinking, oral expression, exploration, self-study, collaboration, comprehensive analysis, etc., improve assessment scores and improve teaching. Quality is worthy of widespread promotion and application.