PBL整合CBL教学法在肾内科见习中的探索

Exploration of PBL Integrated CBL Teaching Method in Probation of Nephrology

目的:探讨以问题为基础引导的教学(PBL)整合以病例为基础的教学(CBL)在肾内科临床见习带教中的教学效果.方法:实验组采用PBL整合CBL教学法,对照组采用CBL教学法.采取成绩与发放调查问卷进行教学质量评估.结果:理论和病例分析考试成绩结果显示,实验组两种成绩均高于对照组(P<0.05).教学满意度评分结果显示,实验组学生从知识理解能力等四个方面的满意度高于对照组(P<0.05).结论:PBL整合CBL的教学方法符合现代医学发展要求,它提高了学生对理论课知识的理解、解决分析问题、自我学习等能力,提升了肾内科见习的教学质量.

Objective To explore the effect of problem-based instruction(PBL) integrated with case-based teaching(CBL) in clinical probation of nephrology. Methods PBL integrated CBL teaching method was used in the experimental group, and CBL teaching method was used in the control group. Results and questionnaires were used to evaluate the teaching quality. Results The results of theory and case analysis examination showed that the two scores of the experimental group were higher than those of the control group(P < 0.05). The results of teaching satisfaction score showed that the satisfaction of the experimental group was higher than that of the control group(P < 0.05). Conclusion PBL integrated with CBL teaching method is in line with the development of modern medicine. It improves the students’ understanding of theoretical knowledge, problem-solving and self-learning ability, and improves the teaching quality of probation in nephrology.