PBL教学法在急诊临床实习教学中的实践与探索  

Practice and Exploration of PBL Teaching Method in the Clinical Practice Teaching of Emergency Medicine

作　　者：王勇[1] 丁宁[1] 陈晓雄[1] 

机构地区：[1]首都医科大学附属北京同仁医院急诊科,北京市100730

出　　处：《中国病案》2012年第9期63-64,共2页Chinese Medical Record

基　　金：首都医科大学校长基金项目(10JYY-069)

摘　　要：目的探讨在急诊临床实习教学中应用PBL方法对教学质量的影响。方法对35名学生应用PBL教学法进行课堂授课,利用模拟示教室进行实践技能教学训练,通过答卷考试与技能操作考试及培训前后问卷调查对教学效果进行评估。结果培训前成绩65.50±6.82,PBL培训后91.87±5.53(P<0.001)。应用PBL进行急诊实习教学,培训急诊常用临床技能后,100%的学生认为自己掌握了心肺复苏术,通过实际操作100%的学生通过考核。77.1%的学生认为对形成临床思维有帮助,85.7%的学生认为这种教学模式提高了学习兴趣,74.3%喜欢该教学方式,97.1%提高实际操作能力。结论 PBL的教学方法,有助于学生掌握基础理论和基本技能,提高临床思维能力,激发学习兴趣。Objective To investigate the impact of PBL teaching method to the teaching quality in the clinical practice teaching of emergency. Methods Apply PBL teaching method to 35 students, and examinations, skill tests and surveys were applied to evaluate teaching outcomes of students before and after problem-based learning and practical skills training based on simulation demonstration classroom. Results The average scores of the ex- amination increased from 65.50 ± 6.82 before training to 91.87 ± 5.53 after training （ P 〈 0. 001 ）. This results illustrated that after applied PBL for emergency practice teaching and trained for emergency commonly used clinical skills, 100% of the students thought they mastered the CPR and all stu- dents passed the actual operation examination. 77.1% of the students thought PBL helped to form clinical thinking. 85.7 % of the students thought PBL increased learning interests, and 74.3 % of the students liked it. The clinical skills ability of 97.1% students was increased. Conclusion The PBL method was helpful for students to master basic theory and skills, improved students＇ clinical thinking ability and inspired their interests and passion in clinical practice.

关 键 词：PBL教学法 急诊教学 临床实习 

分 类 号：R4-4[医药卫生—临床医学]