改良PBL教学法在泌尿外科前列腺疾病教学中的经验总结

Experience Summary of Improved PBL Teaching Method in the Teaching of Prostate Diseases in Urology

目的总结分析改良PBL(problem based learning)教学法在泌尿外科前列腺疾病教学中的效果。方法随机抽样法选取60名临床医学专业本科学员作为研究对象,随机分为试验组和对照组,每组各30名。对上述学员进行泌尿外科前列腺疾病的教学,对照组采用传统教学方法进行教学,试验组采用改良PBL教学法进行教学。课程结束后进行理论和实践考试,比较两组教学效果。结果试验组学员的考试成绩优秀率高于对照组,不合格率低于对照组,差异具有统计学意义(P<0.05);同时试验组学员在“自学能力、分析解决问题能力、学习兴趣培养和团队协作能力”问卷调查方面,其认同率高于对照组(P<0.05)。结论改良PBL教学方法在泌尿外科前列腺疾病的教学实践中效果良好。

Objective To summarize and analyze the effect of the improved PBL(problem-based learning)teaching method in the teaching of prostate diseases in urology.Methods 60 undergraduate students majoring in clinical medicine were randomly divided into experimental group and control group,30 in each group.To teach the above students about prostate diseases in urology,the traditional teaching method was used in the control group and the improved PBL teaching method was used in the experimental group.At the end of the course,the theoretical and practical tests were carried out to compare the teaching effects of the two groups.Results The excellent rate of the test results of the experimental group was higher than that of the control group,and the unqualified rate was lower than that of the control group,the difference was statistically significant(P<0.05);at the same time,the identification rate of the experimental group was higher than that of the control group in the questionnaire survey of"self-study ability,analysis and problem-solving ability,learning interest cultivation and team cooperation ability"(P<0.05).Conclusion The improved PBL teaching method has a good effect in the teaching practice of prostate disease in urology.