对比分析法联合以问题为导向的教学方法在心内科教学中的应用效果分析

Comparative Analysis Method Combined with Problem-oriented Teaching Method in Cardiology Teaching Effect

目的:分析对比分析法联合以问题为导向的教学方法(PBL)在心内科教学中的应用效果。方法:选取2021年1—12月于福建医科大学附属南平第一医院心内科实习的医学本科生150名作为研究对象,以随机数字表法分为传统组、对比组与联合组,各50例。传统组采用传统教学模式,对比组采用对比分析法教学模式,联合组采用对比分析法联合PBL模式。比较三组教学效果。结果:对比组理论考试成绩高于传统组,联合组理论考试成绩高于对比组与传统组,差异有统计学意义(P<0.05)。三组知识理解加深率、读图能力提高率、临床热情提高率、临床能力加强率比较,对比组高于传统组,联合组高于对比组与传统组,差异有统计学意义(P<0.05)。结论:对比分析法联合PBL在心内科教学中的应用效果显著,可提高实习生理论考试成绩及教学效果。

Objective:To analyze the effect of comparative analysis combined with problem-oriented teaching method(PBL) in cardiology teaching.Methods:A total of one hundred and fifty medical undergraduates practicing in the Department of Cardiology of Nanping First Hospital Affiliated to Fujian Medical University from January 2021 to December 2021 were selected as the study objects,and were divided into traditional group,comparison group and combination group by random number table method,with fifty cases in each group.The traditional group adopted the traditional teaching mode,the comparison group adopted the comparative analysis mode,and the combination group adopted the comparative analysis combined with PBL mode.The teaching effect of the three groups was compared.Results:The theoretical test score of the comparison group was higher than that of the traditional group,and that of the combination group was higher than that of the comparison group and the traditional group,the difference was statistically significant(P<0.05);Compared with the three groups,the rate of knowledge understanding deepening,graph reading ability improving,clinical enthusiasm improving and clinical ability strengthening were higher in the comparison group than in the traditional group,and higher in the combination group than in the comparison group and the traditional group,the difference was statistically significant(P<0.05).Conclusion:The application of comparative analysis combined with PBL in the teaching of cardiology department is remarkable,which can improve the score of theoretical examination and teaching effect of interns.