PBL教学法对消化科实习学生临床思维能力培养的评价  

Investigation of PBL teaching strategy in training the clinical thinking ability in department of Gastroenterology

作　　者：刘红[1] 吴静[1] 林香春[1] 

机构地区：[1]首都医科大学附属北京世纪坛医院消化科,100038

出　　处：《中国现代医学杂志》2014年第6期61-64,共4页China Journal of Modern Medicine

基　　金：北京市优秀人才培养资助(No:2011D003034000009)

摘　　要：目的评价PBL教学法在消化科临床教学中对学生临床思维能力培养的作用。方法随机抽取我校医学专业学生60人,随机分为实验组(PBL教学法结合传统教学法)及对照组(传统教学法),实验组用传统教学法讲授完核心知识后采用PBL教学,对照组则全部采用传统教学法教学,每组各30人。采用期末考试成绩和问卷调查相结合的形式,进行教学效果的评估。结果实验组学生在总成绩及病例分析部分成绩明显高于对照组,两组比较有显著性差异[分别为(82.87±7.88)vs(78.37±7.78),(42.13±4.15)vs(39.47±4.99),P<0.05];实验组在病例分析题中的鉴别诊断部分分数明显高于对照组(17.26±1.74)vs(15.23±2.15),P=0.0002)。两组学生在理论知识和技能考试部分成绩水平持平,无显著性差异[(24.77±2.28)vs(25.26±2.02),(16.47±1.21)vs(15.98±1.33),P>0.05)]。通过调查问卷对教学模式的评价,实验组对PBL教学法的评价也明显优于传统教学法(χ2=22.6697,P<0.001)。结论消化科临床教学中PBL教学法有助于提高学生的临床思维能力,可以有效提高学习效果。[ Objective] To investigate the power of the problem based learning （PBL） teaching strategy in training the clinical thinking ability. [Methods] A collection of 60 students for the Capital Medical University were treated in the experiment. The students were randomly divided into two group, namely PBL group （30 students） and control group. The students in the control group were taught using the traditional teaching strategy during the whole course; in contrast, the students in the PBL group tried a two-phase learning process, i.e, in phase I, the students studied core content of textbooks using traditional teaching strategy, but in phase II, PBL teaching strategy was employed. When the course ended, the teaching effect was assessed by the means of final examination and questionaires. [ Results] Significant differences were observed between the two groups in the overall score [（82.87±7.88） vs （78.37±7.78）, P 〈0.05）] and in the clinical ease analysis score [（82.87±7.88） vs （78.37±7.78）, P 〈0.05]. Similarly, the PBL group show a significantly higher differential diagnosis score than the control group [（17.26±1.74） vs （15.23±2.15）,P =0.0002]. However, no significant difference was observed between the two group in the theoretical knowledge [（24.77±2.28） vs （25.26±2.02）, P 〉0.05）] and basic skill [（16.47±1.21） vs （15.98±1.33）, P 〉0.05]. In addition, the questionare also suggested that the student in PBL have a positive evaluations on the effects of PBL teaching strategy （χ2=22.6697,P 〈0.001）. [Conclusion] PBL teaching strategy has positive effects in improving training the clinical thinking abilities.

关 键 词：消化科 PBL教学法 传统教学法 临床思维能力 教学效果 

分 类 号：R57[医药卫生—消化系统]