临床路径结合PBL教学模式在实习教学中的研究

Research on Clinical Path Combined with PBL Teaching Mode in Practice Teaching

目的分析临床路径结合PBL教学应用于神经内科学的实习教学效果。方法选取2021年1—9月2017级27名学生为研究组,选取2016级27名学生为对照组。对照组采用传统教学法授课,研究组将临床路径+PBL教学应用于神经内科学的教学中,完成教学任务后,通过考核成绩和发放调查问卷方法来评估反馈教学实施情况。结果全部轮转周期结束后,研究组的实践技能成绩为(84.30±2.58)分、病例分析成绩为(85.70±3.14)分优于对照组,差异有统计学意义(P<0.05);研究组调查问卷在学生对带教方法的满意度、在激发学生学习兴趣满意度、培养学生临床思维满意度、解决临床实际问题能力、掌握诊疗能力满意度、带教教师授课满意度等方面优于对照组,差异有统计学意义(P<0.05)。结论临床路径结合PBL教学模式在神经内科实习教学中的运用和实施,显示该法能够激发学生学习医学知识的兴趣,对学科知识的完整性和系统性更易于掌握理解,从而使学生的临床思维体系得到再建立和提升,使学生真正运用所学的医学基础理论知识去解决临床中实际遇到的问题,得到教师和学生的好评,取得满意的教学效果。

Objective To analyze the effect of clinical pathway combined with PBL teaching in the practice teaching of Neurology.Methods From January to September 2021,27 students of 2017 were selected as the research group and 27 students of 2016 were selected as the control group.The control group was taught by traditional teaching method,and the research group applied clinical pathway+PBL teaching to the teaching of neurology.After completing the teaching task,the feedback teaching implementation was evaluated by means of examination results and questionnaire.Results After the end of all rotation cycles,the scores of practical skills and case analysis in the research group were(84.30±2.58)points and(85.70±3.14)points,which were better than those in the control group,the difference was statistically significant(P<0.05).The questionnaire of the research group was better than that of the control group in terms of students'satisfaction with teaching methods,satisfaction with stimulating students'interest in learning,training students'satisfaction with clinical thinking,ability to solve clinical practical problems,ability to master diagnosis and treatment,and teaching satisfaction of teaching teachers,the difference was statistically significant(P<0.05).Conclusion The application and implementation of clinical pathway combined with PBL teaching mode in neurology practice teaching shows that this method can stimulate students'interest in learning medical knowledge,make it easier to master and understand the integrity and systematicness of subject knowledge,so as to establish and improve students'clinical thinking system,and enable students to truly use the basic medical theoretical knowledge to solve the problems actually encountered in clinical practice,which is highly praised by teachers and students,achieve satisfactory teaching results.