CT及核磁共振诊断股骨头坏死的PBL教学模式探讨

PBL Teaching Method on CT and MRI Diagnosis of Femoral Head Necrosis

目的探究在CT、核磁共振诊断股骨头坏死教学中的模式及效果。方法借助随机数字表法将2018年3月—2019年10月医院86名骨科实习生分为对照组(43名,施行传统教学模式)、观察组[43名,施行PBL(problem based learning,以问题为基础的教学)模式]。对比两组考核成绩、综合能力评分、学习压力评分、学习倦怠感评分及满意度。结果观察组实习生理论知识及阅片技能考核成绩均较对照组更高,P<0.05;观察组实习生信息检索能力、影像诊断思维、临床解决问题能力及团队协作能力得分均较对照组更高,P<0.05;观察组实习生满意度(97.67%)较对照组(83.72%)更高,P<0.05;观察组实习生学习压力评分、学习倦怠感评分均较对照组更低,P<0.05。结论在CT、核磁共振诊断股骨头坏死教学中应用PBL教学模式有助于减轻实习生学习压力及倦怠感,更有助于其掌握教学知识,提升其综合能力,满意度更高。

Objective To explore the teaching mode and effect of CT and MRI in the diagnosis of femoral head necrosis.Methods Using the random number table method,86 orthopedic interns in our hospital from March 2018 to October 2019 were divided into a control group(43,implementing traditional teaching mode)and an observation group[43,implementing PBL(problem based learning,question-based teaching)model].The two groups'assessment scores,comprehensive ability scores,learning pressure scores,learning burnout scores and satisfaction were compared.Results The scores of theoretical knowledge and tablet reading skills in the observation group were higher than those in the control group(P<0.05).The scores of information retrieval ability,image diagnosis thinking,clinical problem solving ability and teamwork ability in the observation group were higher than those in the control group(P<0.05).The intern satisfaction in the observation group(97.67%)was higher than that in the control group(83.72%)(P<0.05).The scores of learning stress and learning burnout in the observation group were lower than those in the control group(P<0.05).Conclusion The application of PBL teaching mode in the teaching of CT and MRI diagnosis of femoral head necrosis can help relieve the learning pressure and burnout of interns,help them master the teaching knowledge,improve their comprehensive ability and have higher satisfaction.