PBL教学法在帕金森病临床教学中的应用

The Role of Problem-based Learning in Clinical Teaching of Parkinson’s Disease

目的探讨以问题为基础教学法(problem-based learning,PBL)在帕金森病临床教学中的作用。方法选择在德阳市人民医院神经内科轮转的内科规培生30例,随机分为实验组和对照组两组。实验组(n=15)采用PBL教学法,对照组(n=15)采用以授课为基础的教学法(lecture-based learning,LBL)对帕金森病进行教学。对两组进行理论知识和病例分析测试,比较测试成绩的差异。结果实验组与对照组比较,理论知识[(88.23±1.20)分vs.(83.70±1.85)分,P<0.001]及临床技能测试成绩[(88.93±2.01)分vs.(85.58±1.96)分,P<0.001]均有显著提高。实验组学生的帕金森病教学质量满意度也高于对照组(P<0.05)。结论以问题为基础教学法有助于培养医学生在帕金森病学习中的临床思维和病例分析能力。

Objective To explore the value of problem-based learning(PBL)method in clinical teaching of Parkinson’s disease(PD).Methods A total of 30 residents of the standardized training in neurology department at People’s Hospital of Deyang City were randomized into test group and control group.In the test group(n=15),the PBL was applied to the teaching of PD.In control group(n=15),lecture-based learning(LBL)was applied.After the whole course,all the students in two groups took a examination of theoretical knowledge and case analysis about PD.Examination scores were compared between the two groups.Results The performance in theoretical knowledge test[(88.23±1.20)vs(83.70±1.85)]and case analysis test[(88.93±2.01)vs(85.58±1.96)]in PBL group were more better than in LBL group.Students of experimental group are more satisfied with the teaching quality than students of control group(P<0.05).Conclusion The PBL teaching mode is helpful for students to improve the capability of clinical thinking and case analysis.