医学生对以MDT为导向的PBL教学的效果反馈及问题探讨  

Feedback and Problem Discussion of Medical students' PBL Teaching Method Guided by Multi-disciplinary Treatment

作　　者：王育[1] 莫佳瑜[1] 

机构地区：[1]上海交通大学医学院附属仁济医院,上海200127

出　　处：《西北医学教育》2015年第6期1067-1070,共4页Northwest Medical Education

摘　　要：目的了解医学生对以多学科联合诊疗(Multi-disciplinary Treatment,MDT)模式为导向的以问题为基础的学习(Problem-based Learning,PBL)教学的效果反馈,并探讨其存在的问题及解决方法。方法采用随机抽样的方法,对上海某医学院临床医学专业共87名学生进行问卷调查,内容包括学生的基本情况,对以MDT为导向的PBL教学的主观态度以及教学实施前后对自身综合能力的评价。结果共回收有效问卷85份。分析数据得出,相较于一般的PBL教学模式,71.76%(61/85)的学生更喜欢以MDT为导向的PBL教学模式,学生认为该教学方法有助于提高自身综合能力,学习前后的自我评价结果的差异具有统计学意义。结论以MDT为导向的PBL教学的认可度较高,效果总体较好,但在实施过程中仍存在一些问题,如与之相匹配的教材缺乏,教师经验不足,评价体系不健全等,希望通过改进和完善这种教学方法,进一步提高教学质量。Objective Investigating the feedback of medical students PBL teaching method guided by multi-disciplinary treatment,and find out the existing problems and solutions.Methods 87 medical students of School of Medicine in Shanghai were randomly selected to take the survey,which including basic situation,students＇ subjective attitude to PBL guided by MDT and the evaluation of comprehensive ability.Results 85 valid questionnaires were recovered and 71.76 %（61/85）of students held a favorable position toward PBL guided by MDT than the traditional one.Most students think this teaching method is helpful to improve their comprehensive ability,and there were significant differences in the evaluation of comprehensive ability between before and after learning.Conclusion PBL teaching method guided by MDT has been proved to be accepted by most students and be quite effective.Though with certain drawbacks,it can be improved to enhance the quality of teaching.

关 键 词：MDT模式 PBL 医学教育 

分 类 号：G642[文化科学—高等教育学]