基于问题学习教学方法对医学生综合能力的培养效果

The training effect of problem-based learning teaching method on the comprehensive competencies of medical students

目的 了解基于问题学习(problem-based learning, PBL)教学方法对河北医科大学临床医学专业学生综合能力,即临床思维能力、自主学习能力和团队合作能力的培养效果,以及学生对PBL教学方法实施效果的总体评价。方法 选择河北医科大学实施PBL教学改革的2020级“5+3”一体化临床医学专业177名学生和2020级五年制临床医学专业二大班202名学生为研究对象,采用匿名问卷调查方法,了解学生对PBL教学方法的满意度以及综合能力的培养效果。结果 本研究共发放问卷379份,回收有效问卷332份,有效问卷回收率为87.6%。问卷中的3种能力各有5个问题,每种能力各有1 660个有效答案。98.7%(1 639/1 660)的医学生认为PBL教学方法使其在临床思维能力方面有所提升,其中“5+3”一体化临床医学专业学生和五年制临床医学专业学生的认可度分别是99.3%(760/765)和98.2%(879/895)。98.9%(1 642/1 660)的医学生认为PBL教学方法一定程度上提高了自己的自主学习能力,其中“5+3”一体化临床医学专业学生和五年制临床医学专业学生的认可度分别是99.0%(757/765)和98.9%(885/895)。98.3%(1 631/1 660)的医学生认为PBL教学方法对其团队合作能力培养有所帮助,其中“5+3”一体化临床医学专业学生和五年制临床医学专业学生的认可度分别是98.6%(754/765)和98.0%(877/895)。比较“5+3”一体化医学生和五年制医学生对PBL教学方法是否提高临床思维能力、自主学习能力、团队合作能力的评价结果,其差异均无统计学意义(均P>0.05)。医学生普遍认为,PBL教学方法使其临床思维能力、自主学习能力和团队合作能力方面均有所提高,但PBL教学方法中尚存在不足之处。结论 PBL教学方法是提高临床医学专业学生综合能力的有效手段,“5+3”一体化临床医学专业学生在PBL教学方法培养临床思维能力、自主学习能力和团队合作能力方面的认可度略高于五年制临床医学专业学生,但其差异无统计学意义;2种学制的医学生普遍认为PBL教学方法提高了自身的综合能力。同时,PBL教学方法仍然存在一些不足之处有待改进。

Objective To investigate the effect of problem-based learning(PBL)teaching mathod on the comprehensive competencies of medical students,such as clinical reasoning,learner autonomy and teamwork skills,and students overall evaluation of the implementation effect of PBL teaching method(such as the biggest gains and shortcomings).Methods An anonymous questionnaire survey was conducted among students from the“5+3”master s degree program(“5+3”students)and the 5-year bachelor s degree program(5-year students)of clinical medicine in Hebei Medical Univarsity,Grade 2020,to assess their satisfaction with the PBL teaching method and the effectiveness of PBL in improving their comprehensive competency.Results of the recovered questionnaires were statistically analysed,with data presented as frequency and percentage.Results A total of 379 questionnaires were distributed,among which 332 valid questionnaires were recovered(87.6%).There were 5 questions for each of the three competencies in the questionnaire,and 1660 effective answers for each competency.98.7%(1639/1660)of the surveyed claimed that PBL improved their clinical reasoning,and the degree of recognition among the“5+3”students and 5-year students was 99.3%(760/765)and 98.2%(879/895),respectively.Meanwhile,98.9%(1642/1660)of the surveyed reported that their self-learning skills improved to some extent,and the degree of recognition among the“5+3”students and 5-year students was 99.0%(757/765)and 98.9%(885/895),respectively.In terms of their teamwork skills,98.3%(1631/1660)of the surveyed affirmed the benefits of PBL,and the degree of recognition among the“5+3”students and 5-year students was 98.6%(754/765)and 98.0%(877/895),respectively.There were no statistically significant differences in the evaluation results of whether PBL teaching method improved clinical reasoning,learner autonomy and teamwork skills between the“5+3”students and 5-year students(all P>0.05).Students generally thought that clinical reasoning,learner autonomy and teamwork skills have been improved,but there were still shortcomings in PBL teaching method.Conclusions PBL teaching is an effective approach to improve the comprehensive competencies of clinical medical students in Hebei Medical University.More“5+3”students than 5-year students recognized the benefits of PBL approach with respect to their clinical reasoning,learner autonomy and teamwork skills,but these differences were not statistically significant.Medical students with two academic systems generally thought that PBL teaching method improved comprehensive abilities,but it still had some shortcomings.