在全科医学教学中开展大班以问题为基础的学习对改善医学生交流恐惧的作用研究  

Effect of Problem-based Learning in A Large Class on Reducing Communication Apprehension of Medical Students in General Practice Education

作　　者：齐殿君[1] 于晓松[1] 王爽[1] 何旖旎[1] 朱亮亮[1] 燕怡 许多[2] 

机构地区：[1]中国医科大学附属第一医院全科医学科,辽宁省沈阳市110001 [2]中国医科大学

出　　处：《中国全科医学》2016年第4期451-454,共4页Chinese General Practice

基　　金：辽宁省青年教育科研骨干专项(高等教育)立项课题(JGZXQDA003);中国医科大学"十二五"第五批医学教育科学研究立项课题(YDJK2015004)

摘　　要：目的探讨在全科医学教学中开展大班以问题为基础的学习(PBL)对改善医学生交流恐惧的作用。方法以中国医科大学2008级五年制临床医学专业的120名四年级学生为研究对象,采用随机数字表法分为试验组和对照组各60人。试验组采用大班PBL教学方法,采用引导、鼓励发言的办法帮助学生克服交流恐惧;对照组采用传统教学方法,两组均由相同教师教授《全科医学概论》24个学时。教学前后分别采用交流恐惧自陈量表(PRCA-24)评价学生的交流恐惧水平。结果教学前,试验组和对照组的PRCA-24总分和分量表得分间差异均无统计学意义(P>0.05)。教学后,试验组PRCA-24量表总分低于对照组,差异有统计学意义(P<0.05);分量表中小组分、公众分低于对照组,差异有统计学意义(P<0.05);而会议分、二人分比较,差异无统计学意义(P>0.05)。结论在全科医学教学中开展大班PBL能够使学生的PRCA-24量表总分、小组分和公众分降低,有利于改善医学生的交流恐惧。Objective To investigate the effect of problem-based learning（ PBL） in a large class on reducing communication apprehension of medical students in general medical education. Methods A total of 120 5-year clinical medical specialty students of Grade 2008 in China Medical University were enrolled as study objects. The students were divided into experimental group and control group by random number table and each group included 60 students. The experimental group adopted PBL teaching method in a large class,where students were helped to overcome communication apprehension by guiding and encouraging students to speak; the control group adopted traditional teaching methods. The two groups had the lessons of Introduction of General Practice taught by the same teachers for 24 credit hours. The communication apprehension of the students was evaluated by Personal Report of Communication Apprehension（ PRCA-24） before and after class. Results Before teaching,the difference of PRCA-24 scale total point and Item-subscale point between the experimental group and the control group was not significant（ P 〉0. 05）. After teaching,PRCA-24 scale total point of the experimental group was lower than the control group and the difference was significant（ P 〈0. 05）; team points and public points of Item-subscales of experimental group were lower than those of the control group and the differences were significant（ P〈0. 05）,while the score of conference performance and the score of communication with strangers of experimental group were not significantly different from those of control group（ P 〉0. 05）. Conclusion PBL in a large class can reduce total points,team points and public points of PRCA-24 scale in general medical teaching and is in favour of relieving the communication apprehension of medical students.

关 键 词：全科医学 以问题为基础的学习 教学方法 交流恐惧 

分 类 号：R197[医药卫生—卫生事业管理]