急诊科临床带教中PBL教学模式的作用

Effect of PBL Teaching Mode in Clinical Teaching of Emergency Department

目的 分析以问题为基础的教学法(PBL)教学模式在急诊科临床带教中的应用效果。方法 回顾性选取2021年5月—2023年6月于本院急诊科进行学习、进修的学生110人,依据培训时间划分为对照组和观察组,每组55人。其中,对照组(2021年5月—2022年5月)实行传统教学模式,观察组(2022年6月—2023年6月)实行PBL教学模式。比较两组教学前后临床思维能力、考核成绩、学习积极性、学生满意度。结果 教学后,观察组循证思维、批判思维、系统思维评分均高于对照组(P<0.05);观察组进修生理论考核、技能考核、综合考核评分均高于对照组(P<0.05);观察组积极性差、积极性一般学生人数低于对照组,积极性高学生人数明显多于对照组(P<0.05);观察组学生培训满意度高于对照组(P<0.05)。结论 PBL教学模式在急诊科临床带教中的应用效果显著,可有效提升急诊科学生学习积极性,提高其临床思维能力及综合能力水平,满足学生日常学习需求,进一步提升教学满意度。

Objective To analyze application effect of problem-based learning(PBL)teaching mode in clinical teaching of emergency department.Methods The paper reviewed and chose 110 students with continuing education in emergency department of our hospital from May 2021 to June 2023.Control group was treated with traditional teaching mode from May 2021 to May 2022,and observation group afterwards with PBL teaching mode.Clinical thinking ability,assessment scores,learning motivation,and satisfaction degree of students were compared between two groups before and after teaching.Results After the teaching,observation group had higher scores in evidence-based thinking,critical thinking,and systematic thinking than control group(P<0.05).The theoretical assessment,skill assessment,and comprehensive assessment scores of observation group were higher than control group(P<0.05).Number of students in observation group with poor motivation and average motivation was lower than control group,while number of students with high motivation was significantly higher than control group(P<0.05).Satisfaction degree in observation group with the training was 93.64%,higher than 78.18%in control group,(P<0.05).Conclusion PBL teaching mode can achieve significant effect in clinical teaching of emergency department,enhance learning enthusiasm,improve clinical thinking ability and comprehensive ability level,meet daily learning needs,and further enhance teaching satisfaction degree of students of emergency department effectively.