以皮疹为主线的皮肤性病学PBL教案编写与实施

Compiling and Implementing the PBL Curriculum of Cases in Dermatology and Venereology Based on Skin Rash

目的探讨皮肤性病学PBL教学(PBL)中编写以皮疹为主线的新教案编写及实施的方法及经验。方法组织编写以皮疹为主线的皮肤性病学PBL教案,并经专家论证,在2011和2012级八年制学生中实施、反馈、修改。结果与传统大课相比,PBL教学学生参与度更高,课堂讨论发言的参与度,传统大课组为21.2%,PBL教学组为88.9%,查阅资料和文献比率,传统大课组为28.3%,PBL教学组为94.0%。但PBL教学组准备时间更长,传统大课组为(41.06±50.69)min,PBL教学组为(86.81±45.07)min。所得差异均具有统计学意义(P<0.05)。结论以皮疹为主线的皮肤性病学教案合集适合在八年制临床医学生的皮肤性病学PBL教学开展,学生参与度高。

Objective To explore the experience of compiling and implementing a PBL curriculum of the cases in Dermatology and Venereology based on skin lesions. Methods The PBL curriculum was compiled by teaching section of dermatology and implemented with rash as the main line. Through expert demonstration, the PBL teaching plan was implemented, feedback and modified among the eight-year students of grade 2011 and 2012. Results Compared to the lecture learning, students practiced in the PBL curriculum had a higher rate of participation: participation in class discussion speeches (PBL group vs. lecture group: 88.9% vs. 21.2%) and the access to paper and textbook (PBL group vs. lecture group: 94.0% vs. 28.3%), but with a longer time of preparation: PBL group vs. lecture group:(86.81±45.07) min vs.(41.06±50.69) min. All the differences were statistically significant (P < 0.05). Conclusion A curriculum of cases in Dermatology and Venereology based on skin rash was successfully conducted in PBL courses among eight-year clinical medical students who responded positive feedback.