PBL联合多媒体教学在检体诊断教学中的应用

Application of Problem Based Learning (PBL) Combined Multimedia Teaching Mode in Physical Diagnosis Teaching

目的探讨PBL联合多媒体教学模式在检体诊断教学中的应用特点。方法对2015年3月2日至2015年7月2日期间在某医科大学附属医院进行临床见习的5个班170名学生进行检体诊断实习带教。每班学生班内随机分为2组,分别由2位老师给予不同带教方法。常规组采用传统教学方法 ,教师课前重点回顾理论课知识,示范查体后分组练习,课后进行总结;研究组采用PBL联合多媒体教学方式,教师在课前告知学生上课内容并提出本章节需要讨论的问题,上课时由两名学生演示查体内容,其他同学指出该同学查体中的问题,教师针对查体中的问题进行示范纠正后学生练习查体,结束后教师通过提前准备的多媒体幻灯对本节课需要注意的知识点进行回顾。所有学生在学期末进行教学满意度调查、技能及理论课考试。结果相对于常规组,研究组的学生认为PBL联合多媒体教学更具吸引力,有利于活跃课堂气氛(P=0.025);可提高学习主动性(P<0.001)以及协作、组织与沟通能力(P=0.008)。研究组期末理论成绩(P=0.048)及技能考核成绩平均分数(P=0.001)均高于对照组。结论相对于传统教学方法 ,PBL联合多媒体教学方法更有利于提高学生对检体诊断学理论及实践技能的掌握,对于医学生临床思维的建立具有辅助价值。

Objective To investigate the characteristics of PBL combined multimedia teaching mode in the teaching of physical diagnosis.Methods A total of 170 undergraduates from 5 classes participated the internship study of physical diagnostic in a medical university during March 2 nd,2015 and July 2 nd,2015.The students in each class were randomly divided into two groups and were given different teaching methods.The control group were given traditional teaching.And the experimental group were given PBL teaching combined with multimedia teaching.In the control group,the teacher reviewed the theoretical knowledge before class,then showed the physical examination to the students.The students exercised by themselves first,and the teacher summarize after class;In the PBL group,the teacher informs the students about the content and questions before class.During the class,two students demonstrate the physical examination,and other students point out the problems,and then the teacher correct the problems in the examination.In the end,the teachers review the key points by multimedia slides.All student was tested by satisfaction questionnaire,theory and skills examinations of physical diagnostic at the end of the semester.Results Compared with the control group,the students in the experimental group were more satisfied with the class attraction(P=0.025),and believed that this teaching method is helpful with learning initiative(P<0.001),collaboration,organization and communication ability(P=0.008).Both the average scores of theoretical(P=0.048)and the skill assessment(P=0.001)were higher in the experimental group than those in the control group.Conclusions Compared with traditional teaching methods,PBL combined with multimedia teaching method is more effective in improving students’mastery of the theory and practical skills in physical diagnostics,and has auxiliary value for the establishment of medical students’clinical thinking.