关于循环科教学中引入PBL教学模式结合情景式病例讨论的探讨  

Discussion on problem-based learning combining with scenario-based medical cases in cardiology learning

作　　者：王晓萍[1] 吴蔚[1] 邵冰[1] 宋平南[1] 孙琳[1] 

机构地区：[1]沈阳医学院沈洲医院心内科,辽宁沈阳110002

出　　处：《南京医科大学学报（社会科学版）》2013年第1期75-78,共4页Journal of Nanjing Medical University（Social Sciences）

基　　金：辽宁省教育科学"十一五"规划2010年度立项课题(JG10DB316)

摘　　要：目的:探讨PBL教学模式结合情景式病例讨论在循环科教学中的应用效果。方法:随机选取具有可比性的实验组(80人)和对照组(80人),实验组应用"PBL教学模式结合情景式病例讨论"教学法;对照组应用传统的"问题式病例讨论"教学法进行教学。利用考试进行教学效果的评估。结果:实验组考试成绩与对照组相比,选择题、简答题、病例分析题和总成绩差异有统计学意义(P<0.05)。实验组的学生认为PBL教学可以调动学习积极性,激发学习兴趣,提高语言表达能力、加强团体协作能力等,是否继续实施PBL教学方面的差异有统计学意义(P<0.05)。结论:PBL教学模式结合情景式病例讨论能更好地提高本科生的临床思维,培养综合分析、语言表达和解决问题等多方面的能力。Objective ：To study the mode of problem-based learning combining with scenario-based medical cases in cardiology learning. Methods： 160 interns were randomly divided into experimental and control groups. Experimental group were given by problem-based learning combining with scenario-based medical cases mode, and control group were given question-case discussion mode. An examination was then carried out to evaluate their achievement. Results：Students of experimental group achieved higher scores at choice questions, subjective topic,case analysis and even their total scores （P 〈 0.05）. They believed that the new teaching mode could do better work at focus interest, raising enthusiasm and promoting their skills of communication and collaboration. More participants preferred problem-based learning combining with scenario-based medical cases mode （P 〈 0.05）. Conclusion：Problem-based learning combining with scenario-based medical cases mode played better effect on rising interns not only clinical thinking ,but also analysis and solving skills of cardiology.

关 键 词：PBL 情景式病例讨论 教学 

分 类 号：G642.42[文化科学—高等教育学]