以教学问题为基础的学习结合以授课为基础的学习教学法在呼吸系统教学中的应用

Application of PBL Combined with LBL Teaching Method in Respiratory System Teaching

目的:研究以问题为基础的学习(PBL)结合以授课为基础的学习(LBL)教学法在呼吸系统教学中的应用效果。方法:以2016年1月-2017年12月于西安交通大学第一附属医院呼吸与危重症医学科实习的实习生84例为研究对象。将其以随机数字表法分成研究组(n=42)和对照组(n=42)。对照组予以传统LBL教学法进行教学,研究组则采用PBL结合LBL教学法进行教学。分别比较两组实习生各项考试成绩、对教学模式的评价情况以及对教学方式的满意度。结果:研究组实习生专业基础理论知识、病例处理能力成绩均高于对照组(P<0.05),而两组基本操作技能相比差异无统计学意义(P>0.05)。研究组实习生对教学模式的学习兴趣、知识理解、自主学习、课堂气氛、表达能力、人际交往的评分均高于对照组(P<0.05)。研究组实习生对教学方式满意度为92.86%(39/42),高于对照组的76.19%(32/42),差异有统计学意义(P<0.05)。结论:PBL结合LBL教学法应用于呼吸系统教学中效果明显,有利于提高实习生考试成绩以及满意度。

Objective: To study the application effect of problem-oriented learning(PBL) combined with lecture-based learning(LBL) teaching method in respiratory system teaching. Methods: 84 interns who worked at the Department of Respiratory and Critical Medicine of the First Affiliated Hospital of Xi’an Jiao Tong University from January 2016 to December 2017 were selected as the research subjects. They were divided into study group and control group according to random number table method. The control group was taught by the traditional LBL teaching method,while the study group was taught by PBL combined with LBL teaching method. The test results, the evaluation of the teaching method and the satisfaction of the teaching method of interns in the two groups were compared.Results: The scores of professional basic theoretical knowledge and case handling ability of interns in the study group were higher than those in the control group(P<0.05), but there was no significant difference in the basic operation skills of the two groups(P>0.05). The score of learning interest, knowledge understanding, self-learning, classroom atmosphere, expression ability and interpersonal communication of interns in the study group were higher than the control group(P<0.05). The satisfaction rate of the study group was 92.86%(39/42), which was higher than that of 76.19%(32/42) in the control group, and the difference was statistically significant(P<0.05). Conclusion: PBL combined with LBL teaching method is effective in respiratory system teaching, and it is conducive to improving the examination results and satisfaction of interns.