PBL教学法在血液内科临床见习教学中的应用  

Application of Problem-based Learning Model in the Clinical Internship Teaching of Hematology

作　　者：吴少杰[1] 周娟[1] 邓小奉 夏欧东[2] 

机构地区：[1]南方医科大学珠江医院血液科,广东广州510282 [2]南方医科大学珠江医院教务处,广东广州510282

出　　处：《继续医学教育》2015年第7期26-27,共2页Continuing Medical Education

摘　　要：目的探讨PBL教学模式在血液内科教学中的应用,以提高本科室教学质量。方法将5年制临床医学本科生150名随机分为两组,采用PBL(以问题为基础的学习)教学为试验组(n=75),采用LBL(以授课为基础的学习)即传统教学为对照组(n=75),比较分析两种教学模式的考核成绩,并通过问卷调查了解学生对PBL与LBL两种教学模式的意见及接受程度。结果两组相比,在主观题考试中,PBL组学生的考试成绩优于LBL组。在客观题考试中,两组学生成绩无统计学差异。结论 PBL教学模式相对LBL传统教学模式有其明显优势,提升了学生解决实际问题的能力,提高了学习积极性和主观能动性,有助于血液内科教学质量的提高。Objective To evaluate the result of problem--based learning model in the teaching of hematology, by which we hope to improve the teaching quality in our hospital. Methods 150 students of Five-year clinical medicine under graduates were divided into two groups randomly： （1） PBL teaching model group, n=75, （2） LBL teaching model group, n=75. Educational effects were evaluated through examination and feedback from the students teaching by each models were obtained through questionnaires. Results There is significant different between the two groups at the part of the subjective questions in the examination, the PBL group test scores are significantly higher than LBL gronp. Conclusions PBL teaching model compared with LBL has its obvious advantages, which improves leaners the clinical promblem solving ability and motivates the learners to fully employ their learning potential and also promotes the level of education of hematology.

关 键 词：血液 内科教学 临床医学 

分 类 号：G642[文化科学—高等教育学]