PBL融入诊断学实践教学初探  

Preliminary Exploration of the Application of Problem-Based Learning in Diagnostic Practice Teaching

作　　者：左川[1] 曾静[1] 卿平[1] 易智慧[1] 田菁[1] 王一平[1] 

机构地区：[1]四川大学华西医院,成都610041

出　　处：《中国循证医学杂志》2011年第9期1098-1102,共5页Chinese Journal of Evidence-based Medicine

基　　金：美国纽约中华医学基金会(编号:CMB-00-721)

摘　　要：目的探讨将PBL教学法有机融入诊断学实践教学中的教学效果。方法同等条件下对部分教学内容在试验组和对照组分别采用PBL教学法和传统教学法,对两组学生卷面考试成绩、技能成绩、病历书写及分析成绩进行比较,同时对PBL组进行问卷调查。结果两组的卷面考试、技能、病历成绩等相比无显著差异;问卷调查评价显示PBL教学法在提高学生学习兴趣、分析和解决问题的能力、以及培养学生思维能力、自主学习能力、表达能力和团队协作能力等方面较之传统教学方法均有明显优势,但在知识传授系统性上存在不足。结论将PBL教学法有机融入诊断学实践教学中能够发挥其优势,有助于提高教学质量。Objective To explore the teaching effects of problem-based learning（PBL） in diagnostic practice teaching.Methods A total of 32 students enrolled into PBL group adopted the PBL teaching method based on certain cases in some sections while the other 210 students into the control group adopted the traditional teaching method.Their scores in the theory,the practice skill examination and the evaluation of the analytical ability of the medical records were compared.A questionnaire survey was measured in PBL group a er class.Results ere was no significant difference in scores of theory and practice skill examination in the two groups.The questionnaire survey revealed that the PBL method could improve the learning inter-est,fiindependent study,strong communication,analytical skills,and team spirit.However,there were defects in systematization of imparting knowledge.Conclusion e PBL method has an obvious advantage in diagnostic practice teaching.

关 键 词：PBL 诊断学 实践教学 医学教育 

分 类 号：R44-4[医药卫生—诊断学]