以问题为基础的教学在良性阵发性位置性眩晕教学中的应用

Application of problem-based learning in the teaching of benign paroxysmal positional vertigo

目的探讨以问题为基础的教学法(PBL)在良性阵发性位置性眩晕教学中的应用效果。方法选取本院2021年3—6月2020级46名“3+2”学生作为研究对象,按照随机数字表法分为对照组(n=22)与观察组(n=24)。观察组采取PBL,对照组采取传统模式教学,比较两组理论成绩、教学认可度及授课前后焦虑自评量表(SAS)评分、抑郁自评量表(SDS)评分。结果观察组理论成绩为(90.9±3.3)分,高于对照组的(85.1±3.7)分,差异有统计学意义(P<0.05)。观察组调动学生学习积极性、提高知识理解能力、提高解决问题能力、教学满意度占比均高于对照组,差异有统计学意义(P<0.05)。授课前,两组SAS、SDS评分比较差异无统计学意义;授课后,观察组SAS、SDS评分与授课前比较差异无统计学意义,对照组SAS、SDS评分均高于授课前,且观察组均低于对照组,差异有统计学意义(P<0.05)。结论PBL在良性阵发性位置性眩晕教学中的应用效果显著,可有效提高学生理论成绩及教学满意度,且不增加学生焦虑情绪。

Objective To explore the application of problem-based learning(PBL)in the teaching of benign paroxysmal positional vertigo.Methods 46"3+2"students of 2020 grade in our hospital from March to June 2021 were selected as the research subjects,and they were divided into the control group(n=22)and the observation group(n=24)according to random number table method.The observation group took PBL,while the control group took traditional teaching mode,the theoretical scores,teaching recognition,self-rating anxiety scale(SAS)scores and self-rating depression scale(SDS)scores of the two groups were compared.Results The theoretical score in the observation group was(90.9±3.3)scores,which was higher than(85.1±3.7)scores of the control group,and the difference was statistically significant(P<0.05).The proportion of mobilizing students'learning enthusiasm,improving knowledge understanding ability,improving problem-solving ability and teaching satisfaction in the observation group was higher than those in the control group,and the differences were statistically significant(P<0.05).Before teaching,there were no significant differences in SAS and SDS scores between the two groups;after teaching,there were no significant differences in SAS and SDS scores between the observation group and before teaching,the SAS and SDS scores of the control group were higher than those before teaching,and the observation group was lower than the control group,and the differences were statistically significant(P<0.05).Conclusion The application of PBL in the teaching of benign paroxysmal positional vertigo is remarkable,which can effectively improve students'theoretical scores and teaching satisfaction,and alleviate students'anxiety.