PBL联合思维引导式教学法在耳鼻喉科临床带教中的应用

Application of PBL Teaching Method Combined with Thinking Guided Teaching Method in Clinical Teaching of Otolaryngology

目的 本研究采用PBL教学法+思维引导式对耳鼻喉科实习医师实施带教,旨在进一步提升临床带教效果。方法 选取2019年11月24日-2020年3月7日某院耳鼻喉科的44名实习医师作为研究对象,将研究对象基础资料输入Excel表格,设置为实验组,采用PBL教学法联合思维引导式教学法。回顾性分析2017年11月22日-2018年3月5日入院实习并接受LBL教学法教学的44名实习医师,作为对照组,比较组间效果。结果 实验组理论部分得分(88.6±3.3)+实践部分得分(90.4±3.0)显著优于对照组理论部分得分(69.1±4.7)+实践部分得分(73.2±3.9)(t=3.859~7.226,P<0.05)。在学习效果能力自我评估结果组间比较中,自学能力、协作能力、沟通能力、解决问题能力等指标的组间差异显著,且均为实验组更优(t=1.650~7.312,P<0.05)。在此基础上对患者临床综合能力进行测评,所有条目测评结果显示,实验组均优于对照组(t=0.593~8.874,P<0.05)。且与对照组相比,实验组激发学习兴趣、培养职业情感、提升沟通能力、培养创造性思维、提高分析/解决问题的能力、提高学习效率、对该教学方法的满意程度的评价分数均有显著提升(t=4.508~9.078,P<0.05)。结论 在耳鼻喉科临床教带中应用PBL教学法+思维引导式,可强化学生学习效果,提升其对教带效果满意度,有助于综合素质的整体提高,值得推广应用。

Objective In this study, the combination of the PBL teaching method and thinking guidance method was adopted to conduct teaching for trainees in ENT department, aiming to further improve the clinical teaching effect.Methods Forty-four interns who were enrolled in the Department of Otolaryngology of a hospital from November 24, 2019 to March 7, 2020 were selected as the research objects. The basic data of the research objects were input into Excel and set as the experimental group. PBL teaching method combined with the thinking-guided teaching method was adopted. Forty-four interns who received LBL teaching method from November 22, 2017 to March 05, 2018 were retrospectively analyzed as the control group to compare the effect between the two groups.Results The score of the theoretical part in the experimental group(88.6±3.3) + practical part(90.4±3.0) was significantly better than those of the control group(69.1 ± 4.7) + practical part(73.2 ±3.9)(T=3.859~7.226,P<0.05).In the comparison between groups in the self-assessment results of learning effect ability, there were significant differences between groups in indicators such as self-learning ability,collaboration ability, communication ability, and problem-solving ability, and all of them were better in the experimental group(T=1.650~7.312,P<0.05).On this basis, the clinical comprehensive ability of the patients was evaluated. The evaluation results of all items showed that the experimental group was better than the control group(T=0.593~8.874,P<0.05). Compared with the control group, the experimental group had significantly higher scores in stimulating learning interest, cultivating professional emotion, improving communication ability,cultivating creative thinking, improving analysis/problem-solving ability, improving learning efficiency and satisfaction with the teaching method(T=4.508~9.078,P<0.05).Conclusions The application of PBL teaching method + thought-guided teaching method in clinical otolaryngology teaching can strengthen students’ learning effect, improve their satisfaction with the teaching effect, and contribute to the overall improvement of comprehensive quality, which is worthy of popularization and application.