提高急诊内科实习带教质量措施分析  

Measures to Improve the Quality of Emergency Medical Practice Teaching

作　　者：张羽镝 孙会春[1] 臧兆萍[1] 张乐乐[2] 张磊[1] 

机构地区：[1]齐齐哈尔医学院第一附属医院,齐齐哈尔161041 [2]齐齐哈尔医学院,齐齐哈尔161041

出　　处：《价值工程》2014年第14期289-290,共2页Value Engineering

摘　　要：目的：探讨PBL带教教学法提高急诊内科实习带教质量的效果。方法：选取2012年1月．2013年1月在齐齐哈尔医学院第一附属医院急诊内科实习的68名学生作为研究对象，随机分为PBL组和常规组（每组34名），常规组应用传统带教方法，PBL组应用PBL带教教学法，比较两组医学生的带教质量。结果：PBL组对实习效果的自评评分、他评评分均明显高于常规组，P〈0．05，差异有统计学意义；PBL组的理论考试平均成绩为（89．3±6．8）分，常规组为（76．9±4．8）分，PBL组的理论考试成绩明显优于常规组，P〈0．05，差异有统计学意义。结论：在急诊内科的实习带教工作中，应用PBL教学法能有效提高实习医师的学习积极性，增强理论知识的实际应用能力，明显提升带教质量，值得推广应用。Objective： to investigate the teaching effect of PBL guiding teaching method in improving the quality of emergency medical practice guiding teaching. Method： the 68 interns in the First Affiliated Hospital of Qiqihar Medical College from January 2012 to January 2012 are taken as the research object, and are randomly divided into PBL group and normal group （34 members in each group）. The normal group uses the traditional guiding teaching methods, and the PBL group adopts PBL guiding teaching method. The teaching quality of the two groups are compared. Result： the self assessment score and other assessment score on the practice effect of the PBL group are significantly higher than that of the normal group, P〈.05, so the difference was statistically significant. The average theory exam score of the PBL group is （89.3±6.8） points, normal group （76.9±4.8） points. So the theory examination results of PBL group is obviously better than the normal group, P〈0.05, so the difference was statistically significant. Conclusion： in emergency medicine practice guiding teaching work, the application of PBL teaching method can effectively improve the interm;s study enthusiasm, enhance the capacity of the practical application of theoretical knowledge, obviously improve the quality of teaching, so it is worthy of popularization and application.

关 键 词：PBL教学法 带教质量 急诊内科 实习医师 

分 类 号：C45[社会学]