PBL教学法在消化内科临床带教中的实践及价值

Practice and Value of PBL Teaching Method in Clinical Teaching of Gastroenterology

目的分析以问题为基础的教学法(problem-based learning,PBL)在消化内科临床带教过程当中的实践作用和价值。方法选取2020年1—12月在滨州医学院烟台附属医院消化内科实习的70名学生为研究对象,按照1:1的比例随机分为观察组和对照组。对照组实施传统带教,观察组则采用PBL教学法。在带教结束后比较2组学生的理论知识和实践技能评分,并统计学生对带教过程的整体满意度。结果观察组学生的理论知识和实践技能评分[(85.6±2.0)分、(79.2±2.1)分]均高于对照组[(76.9±1.8)分、(72.0±2.0)分],差异有统计学意义(P<0.001)。观察组学生对带教过程的整体满意度高于对照组,差异有统计学意义(P<0.05)。结论PBL教学法不仅能够有效提升学生的理论知识和实践技能评分,还可提高对带教过程的整体满意度,帮助学生更好地掌握消化内科知识内容,以达到教学目标。

Objective To analyze the practical role and value of problem-based learning(PBL)in the clinical teaching process of gastroenterology.Method A total of 70 students who interned in the department of gastroenterology of Yantai Affiliated Hospital of Binzhou Medical College from January to December 2020 were selected as the research subjects.They were randomly divided into an observation group and a control group in 1:1 ratio.The control group received traditional teaching,while the observation group received PBL teaching method.After the teaching was completed,the theoretical knowledge and practical skills scores of two groups of students were compared,and the overall satisfaction of students with the teaching process was calculated.Result The theoretical knowledge and practical skills scores of students in the observation group were[(85.6±2.0)points and(79.2±2.1)points],which were higher than[(76.9±1.8)points and(72.0±2.0)points]of the control group,and the difference was statistically significant(P<0.001).The overall satisfaction of students in the observation group with the teaching process was higher than that of the control group,and the difference was statistically significant(P<0.05).Conclusion The PBL teaching method can not only effectively improve students'theoretical knowledge and practical skill scores,but also improve overall satisfaction with the teaching process,helping students better grasp the content of gastroenterology knowledge to achieve teaching objectives.