PBL教学法与传统教学法在生殖医学临床教学中的应用比较

Comparison of the Application of PBL Teaching Method and Traditional Teaching Method in the Clinical Teaching of Reproductive Medicine

目的对比分析以问题为导向的教学法(problem-based learning,PBL)与传统教学法在生殖医学临床教学中的效果。方法选取2020年3月-2023年3月在中南大学湘雅二医院生殖医学中心见习的204名医学生,随机进行分组,各102名。对照组医学生使用传统教学法,观察组医学生则运用PBL教学法,比较2组教学满意度、理论知识成绩、临床操作成绩以及教学效果。结果对教师的教学态度、内容、方法和效果方面,观察组学生的满意度均高于对照组[(6.71±2.11)分vs.(4.28±1.58)分;(6.56±1.92)分vs.(4.15±1.38)分;(6.61±2.07)分vs.(4.13±1.50)分;(6.83±1.99)分vs.(4.14±1.55)分],差异有统计学意义(P<0.001)。观察组学生的基本知识、专业知识和病例分析分数均高于对照组[(92.62±2.07)分vs.(86.03±3.04)分;(91.94±1.49)分vs.(81.27±2.89)分;(93.26±1.90)分vs.(84.77±2.49)分],差异有统计学意义(P<0.001)。与对照组比较,观察组学生的体格检查、宫颈黏液检查、子宫内膜活检、促排方案制定和卵泡监测评估得分更高[(91.84±1.43)分vs.(82.72±1.94)分;(93.25±2.19)分vs.(85.48±2.43)分;(91.93±1.56)分vs.(82.05±2.00)分;(91.62±1.92)分vs.(79.92±1.99)分;(91.43±1.17)分vs.(79.92±1.98)分],差异有统计学意义(P<0.001)。观察组学生创新思维、动手能力、知识掌握及自我学习能力均高于对照组[(6.75±2.08)分vs.(4.25±1.50)分;(6.59±2.16)分vs.(4.12±1.32)分;(6.59±2.18)分vs.(4.33±1.51)分;(6.81±2.15)分vs.(4.06±1.34)分],差异有统计学意义(P<0.001)。结论在生殖医学临床教学中应用PBL教学法,能够促进学生掌握基本理论知识,提升临床操作技能,同时提高教学效果。

Objective To compare and analyze the effectiveness of problem-based learning(PBL)and traditional teaching mode.Methods A total of 204 medical students who interned Reproductive Medicine Center in the Second Xiangya Hospital of Central South University from March 2020 to March 2023 were selected and randomly divided into 2 groups with 102 students in each group.The traditional teaching method was used in the control group,while PBL teaching method was used in the observation group.Results The satisfaction rate of the students in the observation group was higher than that in the control group,in terms of teaching attitude,content,methods and effectiveness[(6.71±2.11)points vs.(4.28±1.58)points,(6.56±1.92)points vs.(4.15±1.38)points,(6.61±2.07)points vs.(4.13±1.50)points,(6.83±1.99)points vs.(4.14±1.55)points],the difference was statistically significant(P<0.001).The scores of basic theoretical knowledge,professional knowledge and case analysis in the observation group were higher than those in the control group[(92.62±2.07)points vs.(86.03±3.04)points,(91.94±1.49)points vs.(81.27±2.89)points,(93.26±1.90)points vs.(84.77±2.49)points],the difference was statistically significant(P<0.001).Compared with the control group,the scores of physical examination,cervical mucus examination,endometrial biopsy,ovulation promotion program and monitor follicular development the students in the observation group showed higher[(91.84±1.43)points vs.(82.72±1.94)points,(93.25±2.19)points vs.(85.48±2.43)points,(91.93±1.56)points vs.(82.05±2.00)points,(91.62±1.92)points vs.(79.92±1.99)points,(91.43±1.17)points vs.(79.92±1.98)points],with statistical significance(P<0.001).The innovative thinking,practical ability,mastering knowledge and self-learning ability the students in the observation group showed higher than those in the control group[(6.75±2.08)points vs.(4.25±1.50)points,(6.59±2.16)points vs.(4.12±1.32)points,(6.59±2.18)points vs.(4.33±1.51)points,(6.81±2.15)points vs.(4.06±1.34)points],with statistical significance(P<0.001).Conclusion The application of PBL teaching method in clinical teaching of reproductive medicine can promote students'mastery of basic theoretical knowledge,enhance clinical operation skills,and improve teaching effectiveness.