基于“以学生为中心”的PBL教学法结合形成性评价在中医外科临床教学中的应用

Application of PBL Teaching Method Based on“Student-centered”Combined with Formative Evaluation to Clinical Teaching of TCM Surgery

目的:在“以学生为中心”的基础上,将基于问题学习(problem-based learning,PBL)教学法结合形成性评价应用于中医外科临床教学中,以提升中医外科教学效果及学生的临床学习能力。方法:将80名中医外科临床实习学生分为试验组、对照组各40名,两组均进行PBL教学,对照组实施一次性终结考核评价;试验组实施形成性评价,包括闭卷测试、临床操作能力、教师评价、学生自评与互评等,并进行满意度评估。结果:对照组自评量表总分为(45.00±2.12)分,对照组学生认为PBL教学结合一次性终结评价主要培养中医外科思维能力,约有83%的学生认同;试验组自评量表总分为(78.00±3.11)分,且在提高学习积极性、兴趣、团队协作、临床操作能力、查阅文献能力及分析解决问题能力方面效果明显(P<0.05)。两组学生均对PBL教学方式及增强理论知识记忆力评价较高,两组比较差异无统计学意义(P>0.05)。结论:PBL教学结合形成性评价体系应用于中医外科临床教学,不仅能促进教师的教学效果,且能提高学生的临床学习效果。

Objective:To raise teaching effects of TCM surgery and the students'clinical learning ability by applying PBL teaching method combined with formative evaluation to clinical teaching of TCM surgery based on"student-centered".Methods:Eighty trainees were allocated to the test group and the control group,40 persons each group,both groups performed PBL teaching,the control group accepted one-off termination assessment;and the test group formative evaluation,including the examinations,clinical operation ability,teacher evaluation,the students'self-evaluation and mutual evaluation,to assess teaching effects,and evaluate satisfactory degree.Results:Total scores of self-rating scales in the control group were(45.00±2.12)points,and the students in the control group thought that PBL teaching method combined with one-off termination assessment could cultivate TCM surgical thinking ability and around 83%of the students agreed;total scores of self-rating scales in the test group were(78.00±3.11)points,notable effects in improve learning initiative,the interest,teamwork,clinical operation ability,the ability of consulting the literature,and the ability of thinking,analyzing and solving the problems(P<0.05).Both groups set a higher value on PBL teaching method,increasing the memory of theoretical knowledge,while the difference had no statistical meaning in both groups(P>0.05).Conclusion:Application of PBL teaching method combined with formative evaluation to clinical teaching of TCM surgery could not only promote the teachers'teaching effects,but also raise the students'clinical learning effects.