PBL教学案例在妇产科教学中的应用及成效评价研究

Study on the application and effectiveness evaluation of PBL teaching cases in gynecology and Obstetrics teaching

目的:评价PBL教学案例在妇科教学中对学生理论知识掌握以及临床情景能力培养的影响。方法:对我院的两个平行班学生分别采用传统教学和PBL教学的方式教授妇科学知识,教学结束后对两个班的学生进行理论基础知识考试和临床情景能力考察,对考察结果进行分析。结果:两个班理论基础考试的平均成绩分别为(40.12±2.53)分和(39.34±2.62)分,无统计学差异(P>0.05)。在临床情景能力评价方面,实验组成绩明显高于对照组,分别为(40.46±2.38)分和(45.37±1.28)分,有统计学意义(P<0.0001);比较临床情景考试的3部分成绩,发现在初步诊断、需做的辅助检查以及鉴别诊断及治疗原则成绩上,实验组学生成绩明显优于对照组成绩,有统计意义(P<0.0001)。结论:相对于传统教学,PBL更有利于学生开发临床思维,促进其认知的发展以及批判思维能力的锻炼。

Objective:To evaluate the influence of PBL teaching cases on students’theoretical knowledge mastery and clinical situational ability cultivation in gynecology teaching.Methods:Two parallel classes in our hospital were taught gynecological knowledge by traditional teaching and PBL teaching.After the end of the teaching,the students of the two classes were tested for their theoretical knowledge and their clinical situational ability,and the results were analyzed.Results:the average scores of the two classes were(40.12±2.53)points and(39.34±2.62)points,respectively,with no statistical difference(P>0.05).In terms of clinical situational ability evaluation,the results of the experimental group were significantly higher than those of the control group(40.46±2.38)points and(45.37±1.28)points,respectively,with significant differences(P<0.0001).The results of the three parts of clinical scenario test were compared,and it was found that the results of the experimental group were significantly better than those of the control group in terms of preliminary diagnosis,auxiliary examination,differential diagnosis and treatment principles,with statistically significant differences(P<0.0001).Conclusion:Compared with traditional teaching,PBL is more beneficial to students’development of clinical thinking,promotion of cognitive development and training of critical thinking ability.