PBL教学法在高原心脏病教学中的质量评估研究

Evaluation of problem-based learning teaching method in instruction of high altitude heart disease

目的探讨基于问题学习(Problem-based learning, PBL)教学法在高原心脏病教学中的质量评估。方法纳入空军军医大学2019年秋季学期接受“高原低氧心脏病教学”授课的临床医学专业学员共106人,根据教学分班,将其中53名学员作为对照组,应用常规教学法,其余53名学员作为研究组,应用PBL教学法,比较两组学员的理论知识及案例分析考核成绩,在教学前后的评判性思维能力情况,以及教学效果。结果研究组理论知识成绩及案例分析考核成绩优良率均显著优于对照组(P<0.05);教学前两组学员评判性思维能力评分比较无统计学差异,教学后研究组学员评判性思维能力评分显著高于对照组(P<0.05);研究组学员在教学效果各指标中的肯定回答率显著高于对照组(P<0.05)。结论应用PBL教学法可有效提高学员高原心脏病教学考核成绩及评判性思维能力,显著提升教学效果。

AIM To explore the effect of problem-based learning(PBL) in instruction of high altitude heart diseases. METHODS Among the 106 students taking the course of high altitude heart disease in the autumn term in our Department, 53 students were chosen as the study group using PBL teaching method and the other 53 students were selected as the control group using conventional teaching method.Evaluation results, improvements of critical thinking ability and teaching effect were compared between the two groups. RESULTS The theoretical knowledge score and the excellent and good rate of medical records analysis in the study group were significantly higher than those in the control group(P<0.05).Before the instruction, there was no statistical difference in the scores of critical thinking ability between the two groups, but after instruction, the scores of critical thinking ability in the study group were significantly higher than those in the control group(P<0.05). The positive response rate of the students for the instruction in the study group was remarkably higher than that in the control group(P<0.05).CONCLUSION The application of PBL teaching method effectively improves the examination results and critical thinking ability of students learning high altitude heart disease. The teaching effect is prominently enhanced, which is of great significance to improve the teaching quality of high altitude heart disease.