PBL联合CBL教学法在高血压教学中的应用

Application of PBL Combined with CBL in Hypertension Teaching

目的 探究PBL联合CBL教学法在高血压教学中的应用效果,为提高现代医学教育质量提供参考依据。方法 选择2021年3月20日-2021年5月31日在某院实习的64名临床医学系学生为研究对象,采用随机数字法将其分为实验组和对照组,实验组采用PBL联合CBL教学法,对照组采用传统教学模式;通过比较2组学生实习结束后的临床考核成绩和调查问卷评价2种教学方法的应用效果。结果 实验组总成绩(84.25±5.62vs75.58±6.05)分、理论知识成绩(45.19±6.42vs39.53±5.84)及病例分析成绩(39.72±4.28 vs 35.96±6.27)分均高于对照组,差异有统计学意义(P<0.05)。与对照组比较,实验组更容易激发学生学习兴趣(96.9%vs78.1%)、增强自主学习意识(90.6%vs68.8%)、提高医患沟通能力(93.8%vs 75.0%)和培养临床思维(87.5%vs 62.5%),教学满意度高于对照组(96.9%vs 81.3%),差异有统计学意义(P<0.05)。结论 在高血压教学中,采用PBL联合CBL教学法能够显著提高实习学生的临床考核成绩和教学满意度,有助于改善教学质量。

Objectives This study aims to investigate the applicational impact of problem-based learning(PBL)combined with case-based learning(CBL) in hypertension teaching in order to provide references for improving the education quality of modern medicine. Methods A total of 64 students majored in clinical medicine in a hospital from March 20 to May 31, 2021 were randomly selected and divided into an experimental group and a control group. The PBL combined with CBL teaching mode was applied in the experimental group, while the traditional teaching mode was used in the control group. At the end of internship, the teaching effects of the two groups were evaluated by comparing the clinical assessment scores and questionnaires. Results Individuals in the experimental group had significantly higher overall score(84.25 ± 5.62 vs 75.58 ± 6.05), theory test score(45.19 ± 6.42 vs 39.53 ± 5.84) and case analysis score(39.72 ± 4.28 vs 35.96 ± 6.27) than those in the control group(P<0.05). Compared with the control group, the experimental group was more likely to arouse students’ interest(96.9% vs 78.1%), enhance their awareness of independent study(90.6% vs 68.8%), improve communication capability between doctors and patients(93.8% vs 75.0%) and cultivate their clinical thinking(87.5% vs 62.5%). The degree of satisfaction towards the teaching method was higher in the experimental group than in the control group(96.9% vs 81.3%) and the difference is statistically significant(P<0.05). Conclusions During the process of hypertension teaching, PBL combined with CBL teaching mode can significantly improve interns’ clinical test scores and the degree of satisfaction towards teaching and help to improve the teaching quality.