PBL教学法在手术室实习教学中的应用观察

Application of PBL Teaching Method in Practice Teaching in Operating Room

目的研究以问题为基础的教学法(problem-based learning,PBL)在手术室实习教学中的应用效果。方法摘选68名2018年6月—2020年12月期间钟祥市人民医院手术室接收的实习生,以随机抽取法对等分为两组,A组(n=34),采用传统带教法进行手术室带教,B组(n=34),采用以问题为基础的教学法(PBL)进行带教,实习结束时,对实习生的理论知识与实践操作成绩进行考核,并采用调查问卷调查实习生对教学方法的满意度。结果B组实习生的理论考核成绩(94.12±1.72)分相较于A组的(86.33±2.17)分明显更高(t=15.4353,P<0.05);B组实践操作成绩(96.05±0.89)分相较于A组的(87.22±1.17)分明显更高(t=9.0125,P<0.05);对比两组实习生对教学方法的满意程度,显示B组的总满意度明显更高于A组(χ^(2)=4.1574,P<0.05)。结论在临床手术室实习教学当中引入PBL教学法,可以激发实习生学习的积极性与主动性,更有利于其分析、解决问题等能力的培养,提升其理论与实践双方面的成绩,提升实习生对于教学的满意度。

Objective To study the effect of problem-based teaching method(PBL)in practice teaching in operating room.Methods A total of 68 interns were selected.During the period from June 2018 to December 2020,the interns received in the operating room of Zhongxiang People's Hospital were divided into two groups by random selection.Group A(n=34),using traditional teaching methods in the group B(n=34),the problem-based teaching method(PBL)was used for teaching.A questionnaire surveyed interns on their satisfaction with teaching methods.Results The theoretical assessment performance(94.12±1.72)points of group B trainees were significantly higher compared to those(86.33±2.17)points of group A(t=15.4353,P<0.05);practical operation performance(96.05±0.89)points in group B were significantly higher than group A(87.22±1.17)points compared to group B(t=9.0125,P<0.05).Comparing the satisfaction levels of the 2 groups of trainees with the teaching method,group B showed a significantly higher overall satisfaction level than group A(χ^(2)=4.1574,P<0.05).Conclusion The introduction of the PBL teaching method in the clinical operating room practice teaching can stimulate the enthusiasm and initiative of the interns to learn,and is more conducive to the cultivation of their analytical and problem-solving abilities,improve their theoretical and practical achievements,and improve the interns.satisfaction with teaching.