PBL教学法在中医风湿病临床特色模块教学中的问题设置研究

Question-setting of PBL teaching method in clinical characteristic module of rheumatism in TCM

针对临床特色模块学生为长学制的五年级学生,其具有一定的基础知识,但不具有完备的临床诊疗思维,在中医风湿病教学中,采用PBL教学法在传授知识的同时,强调培养学生能力,将理论应用于实践.探索风湿病临床特色模块教学中适宜的问题设置,为今后教学工作提供参考.纳入17名2018年中 日友好医院中医风湿病科的临床特色模块学生,采用PBL教学法授课,对所有学生进行问卷调查,选取6名学生及3位授课教师进行访谈.研究发现,应设置非良构问题,问题数量以3~5个为宜,难度需与学生能力相符,由易到难,循序渐进;内容应结合专科知识或同期课程,涉及典型病案、鉴别诊断及学术思想传承.

Students of clinical characteristic module are long-term medical students. In their fifth year,they have certain basic knowledge but have not developed a complete clinical thinking in diagnosis and treatment. The PBL teaching method applied in rheumatism in TCM can not only impart knowledge,but also enhance the cultivation of students’ ability as well as applying the theory into practice. Question-setting is the core part of PBL teaching method,which will directly affect the teaching effect. The aim of this study was to explore the appropriate question setting in the teaching of rheumatism clinical characteristic modules and provide reference for the clinical teaching in the future. 17 students with clinical characteristics modules in the Department of Rheumatology of TCM in ChinaJapan Friendship Hospital in 2018 were included and taught by the PBL teaching method,and all students were surveyed by questionnaire,among which 6 students and 3 lecturers were selected for interviews. The findings showed that non-structured questions should be set;the number of questions should be 3-5,the level of difficulty should be consistent within the students ’ ability,from easy to difficult step by step;the content should cover specialized knowledge and knowledge from other courses,involving typical medical records,differential diagnosis,and inheritance of academic thoughts.