以问题为基础教学法在休克临床教学中的应用

The Role of Problem-Based Learning in Clinical Teaching of Shock

目的:探讨以问题为基础教学法(problem-based learning,PBL)在休克临床教学中的作用。方法:选择在广西医科大学第二附属医院重症医学科轮转的3年制医学硕士研究生80例,随机分为实验组和对照组。实验组采用PBL,对照组采用以授课为基础的教学法(lecture-based learning,LBL)对休克进行教学。对两组进行理论知识和病例分析测试,比较测试成绩的差异。结果:实验组与对照组比较,理论知识[(89.53±1.40)分vs(82.40±2.45)分,P<0.05]及临床技能测试成绩[(89.83±1.82)分vs(85.00±1.85)分,P<0.05]均有显著提高。结论:以问题为基础教学法有助于培养医学生在休克学习中的临床思维和病例分析能力。

Objective:To explore the value of problem-based learning(PBL)method in clinical teaching of shock.Methods:A total of 80 postgraduates in intensive care medicine departmentatThe second affiliaed hospital of Guangxi Medical Universitywere randomized into test group and control group.In the test group,the PBL was applied to the teaching of shock.In control group,lecture-based learning(LBL)was applied.After the whole course,all the postgraduates in two groups took a examination of theoretical knowledge and case analysis about cerebral artery dissection.Examination scores were compared between the two groups.Results:The performance in theoretical knowledge test([89.53±1.40]vs[82.40±2.45],P<0.05)and case analysis test([89.83±1.82]vs[85.00±1.85],P<0.05)in PBL group were more better than in LBL group.Conclusion:The PBL teaching mode is helpful for students to improve the capability of clinical thinking and case analysis.