PBL联合MDT模式在乳腺癌临床教学中的应用研究  

Application of PBL combined with MDT in clinical teaching of breast cancer

作　　者：马小斌[1] 宋雅璠 康华峰[1] 代志军[1] 惠文涛[1] 管海涛[1] 王西京[1] 

机构地区：[1]西安交通大学医学部第二附属医院肿瘤病院,西安710004

出　　处：《中国医学教育技术》2015年第5期583-585,共3页China Medical Education Technology

基　　金：2014年西安交通大学本科教改项目

摘　　要：目的探讨乳腺癌临床教学中应用PBL联合MDT模式的教学效果。方法选取西安交通大学2008及2009级临床医学专业来我院进行乳腺癌临床实习学生共165名,随机按班级分为对照组(传统教学LBL组)和实验组(PBL联合MDT组),分别按照各组教学方式进行乳腺癌临床实习教学,比较二组教学效果及教学满意度的差别。结果 1PBL联合MDT组理论成绩与对照组差异无统计学意义(41.08±3.12 vs 40.58±2.97 P>0.05),但病例综合分析成绩实验组高于对照组,差异有统计学意义(42.32±3.52 vs 40.33±2.88 P<0.01);2调查分析显示PBL联合MDT组学生满意度高于对照组,差异具有统计学意义(P<0.05)。结论 PBL联合MDT模式在乳腺癌临床教学中效果明显,安全性良好,符合现代乳腺癌诊治理念,值得推广。Objective To explore the teaching effect of application of PBL combined with MDT pattern in clinical teaching of breast cancer.Methods We selected 165 XJTU clinical medicine specialty students of Grade 2008 and 2009 who were in our hospital for breast cancer clinical practice.Then we randomly divided them into control group （the traditional teaching group,LBL group）and experimental group （PBL ＋MDT group）according to their classes.Each group received training of clinical breast cancer respectively according to the corresponding teaching method.We compared the teaching effects and students＇satisfaction about teaching in the two groups.Results ①The theoretical test results in PBL＋MDT group did not significantly differ from those in the control group （41.08 ±3.12 vs.40.58 ± 2.97,P 〉0.05）.However,the experimental group significantly outperformed the control group in score of comprehensive case analysis （42.32 ±3.52 vs.40.33 ±2.88,P 〈0.01 ）.②Investigation and analysis showed that the students in the experimental group had significantly greater satisfaction than those in the control group （P 〈0.05 ）.Conclusion PBL combined with MDT pattern applied in clinical teaching of breast cancer has obvious effects and good safety,and suits the modern concept of diagnosis and treatment of breast cancer.Therefore,it is worth popularizing.

关 键 词：PBL MDT 临床教学 

分 类 号：G642.0[文化科学—高等教育学]