PBL教学法在肾内科临床教学中的应用

Application of PBL Teaching Method in Clinical Teaching of Nephrology

目的 探讨以问题为基础的学习(problem-based learning,PBL)教学法在肾内科临床教学中的教学效果。方法 选取2020年1月-2022年12月30名在吴川市人民医院接受规范化培训的3+2助理全科医学生为研究对象,以随机数字表法分为研究组及对照组,每组各15名。对照组采用传统教学方法,研究组采用PBL教学法,对比2组在诊断方面考试成绩、肾脏病理诊断的准确性、肾脏病理学知识评分和满意程度。结果 2组学生诊断内容、体检内容、体检技巧、阶段笔试得分差异无统计学意义(P> 0.05)。研究组学生临床病历分析、诊断技能和行为观察得分高于对照组,差异有统计学意义(P <0.05)。研究组学生肾内科医学理念与基本理论、肾内科临床预防与健康教育评分高于对照组,差异有统计学意义(P <0.05)。研究组对提升学习兴趣、提高医患沟通能力和提高对疾病的认识的满意人数均多于对照组,差异有统计学意义(P <0.05)。结论 在肾内科临床教学过程中,应用PBL教学法能够有效提升学生的学习兴趣和主动性,以及医患之间的沟通能力,同时还能提升学生对各项知识的掌握程度,学生认可度高。

Objective To explore the teaching effect of PBL teaching method in clinical teaching of nephrology.Methods A total of 303+2 assistant general practitioners who received standardized training in Wuchuan People's Hospital from January 2020 to December 2022 were selected and divided into two groups using a digital random table method:the study group and the control group,with 15 practitioners in each group.The control group used traditional teaching methods,while the research group used problem-based learning(PBL)teaching method.The teaching effectiveness was evaluated by comparing the diagnostic exam scores,accuracy of renal pathology diagnosis,renal pathology knowledge scores,and satisfaction between the two groups.Results There was no significant difference in diagnosis content,physical examination content,physical examination skills and written examination scores between the two groups(P>0.05).The scores of clinical case history analysis,diagnostic skills and behavior observation in the study group were higher than those in the control group,and the difference was statistically significant(P<0.05).The research group had higher scores in the concepts and basic theories of nephrology medicine,as well as clinical prevention and health education in nephrology compared to the control group,and the difference was statistically significant(P<0.05).More students in the study group were satisfied with improving learning interest,communication ability between doctors and patients,and understanding of diseases than those in the control group,with statistical significance(P<0.05).Conclusion In the clinical teaching process of nephrology,PBL teaching method can effectively improve students'learning interest,initiative,communication ability between doctors and patients,and at the same time,it can also improve students'mastery of various knowledge,and students have high recognition.