PBL教学在神经外科重症监护业务学习中的应用  

Application of PBL teaching in the professional study in the neurosurgical intensive care unit

作　　者：梁海娟[1] 王嵘[1] 徐佳[1] 陈璐[1] 黄玉杰[1] 周卫红[1] 孙剑涛[1] 

机构地区：[1]南京大学医学院附属鼓楼医院,南京市210008

出　　处：《江苏卫生事业管理》2014年第3期106-108,共3页Jiangsu Health System Management

基　　金：南京医科大学"十二五"教育研究课题(南医大教[2010/2011]199号文)

摘　　要：目的探讨基于问题的学习(PBL)教学法在神经外科重症监护团队教学中的效果。方法将神经外科重症监护团队20人分为5组,每轮学习有4个组参与,2013年共进行7轮业务学习和病例讨论。其中,4次采用PBL教学法,3次采用以授课为基础的传统教学法(LBL),比较两组的教学效果。结果自评和辅导教师他评结果差异有统计学意义(P<0.05)。在未通知的小测试中,PBL法教学的知识点掌握得更好。结论 PBL教学法可以运用于神经外科重症监护团队的教学中,并取得较好的效果。传统教学比较系统全面,但周期较长,且需要不断地复习巩固。The objective is to discuss the effect of method of problem- based learning （PBL） teaching adopted for the profes- sional team in Neurosurgical Intensive Care Uint. The method is to divide 20 team members randomly into five groups. Four groups are selected to participate in each round of teaching. In last year, 7 rounds were conducted including knowledge on neu- rosurgieal intensive care and case discussions, among which 4 rounds applied BPL teaching method and the rest 3 with tradi- tional way of teaching （ lecture based learning LBL）. By the comparison in term of teaching efficiency, The results of self - as- sessment and teacher evalution reviewed the difference between PBL and traditional teaching, which were statistically significant （ P 〈 O. 05 ）. In the quiz without notice, the related team members in the PBL group showed they had better grasp of the essen- tial points of knowledge taught by PBL method than that of other group. In a conclusion, the method of PBL can be used in neurosurgical intensive care team teaching, which is able to achieve better results than traditional teaching methods. However, traditional teaching system is relatively comprehensive and systimatic, but cycle is long, and required to be reviewed continu- ously.

关 键 词：基于问题的学习 教学方法 神经外科 危重症监护 

分 类 号：R47-4[医药卫生—护理学]