以PBL为基础的多元教学模式在肝胆外科教学中的应用

Application of PBL-Based Multiple Teaching Model in Hepatobiliary Surgery Teaching

背景:肝胆外科教学是普外科教学中最重要的部分之一,其内容较多且较难理解。如何适应新时代的教学要求及提高教学质量,是培养医学人才亟需解决的问题。方法:选取临床医学专业68名实习生作为研究对象,分为实验组及对照组,实验组采取以问题为导向的PBL教学模式,结合肝胆外科三维重建及手术视频,辅以临床研究思维的训练。对照组采用PBL教学。实习结束后进行学生考核及问卷调查评价。结果:在学生考核方面,临床技能考核及标准化病人考核实验组均优于对照组(P 【0.05)。问卷调查上,实验组对教学互动性及临床思维上评价更高,且总体学习满意度更高(P 【0.05)。结论:三维重建、手术视频教学及临床研究思维可作为肝胆外科PBL教学的有效补充,能充分发挥教学的互动性,提高外科学生技能操作能力,培养学生解决临床实际问题的科研思维。

Background: Hepatobiliary surgery teaching is one of the most important parts of general surgery teaching, which has many contents and is difficult to understand. How to adapt to the teaching requirements of the new era and improve the quality of teaching is an urgent problem to be solved in cultivating medical talents. Methods: Sixty-eight interns in clinical medicine were selected as the research objects and divided into experimental group and control group. The experimental group adopted problem-oriented PBL teaching mode, combined with three-dimensional reconstruction of hepatobiliary surgery and surgical videos, supplemented by training of clinical research thinking. The control group was taught with PBL. After the internship, student assessment and questionnaire survey evaluation will be conducted. Results: In terms of student assessment, the experimental group of clinical skill assessment and standardized patient assessment were better than the control group (P <0.05). In the questionnaire survey, the experimental group had higher evaluations of teaching interaction and clinical thinking, and the overall learning satisfaction was higher (P <0.05). Conclusion: Three-dimensional reconstruction, surgical video teaching and clinical research thinking can be used as an effective supplement to PBL teaching in hepatobiliary surgery. It can give full play to the interactive nature of teaching, improve surgical students'skills and operation ability, and cultivate students'scientific research thinking to solve clinical practical problems.