探讨PBL教学在疼痛学教学初期中的应用价值  

Discussion on the Value of PBL Teaching in the Early Stage of Pain Management Teaching

作　　者：丁远远[1] 姚鹏[1] 

机构地区：[1]中国医科大学附属盛京医院疼痛科,辽宁沈阳110004

出　　处：《中国继续医学教育》2017年第6期7-9,共3页China Continuing Medical Education

摘　　要：目的探讨疼痛学教学初期中使用PBL教学的效果。方法选取2010年入学的临床医学专业学生为研究对象,将其随机分为对照组(42例)和PBL组(40例)。对照组采用传统教学,PBL组采用PBL教学。对比(1)对照组和PBL组随堂、1个月后成绩测评。(2)对照组和PBL组教学方法满意度。结果 (1)对照组和PBL组随堂成绩测评比较,差异具有统计学意义(P<0.05);对照组和PBL组1个月后成绩测评对比,差异具有统计学意义(P<0.05);PBL教学的优势显著性可维持长期效果。(2)对照组和PBL组教学方法满意度分别为(82.4±3.6)分、(93.8±2.4)分,两组患者结果比较,差异具有统计学意义(P<0.05)。结论本次研究认为疼痛学教学中使用PBL教学能提高学生成绩,提高分析和解决问题的能力,为疼痛学教学方法的改进及推广提供有效的思路和办法。Objective To study the effect of PBL teaching in the early stage of pain management teaching. Methods The 2010 clinical medicine students were chose for the study, randomly divided into 2 groups, 42 students for the control group and 40 students for the PBL group. The control group used traditional teaching, while the PBL group was applied PBL teaching. Comparison： （1） The control group and the PBL group pain management achievements immediately after teaching and one month later. （2） The control group and the PBL group teaching method satisfaction. Results （1） The control group and the PBL group achievements results immediately after teaching showed significantly difference （P 〈 0.05）, achievements results one month later were still different （P 〈 0.05）. （2） The satisfaction of teaching methods in the control group and PBL group was （82.4 ± 3.6）, （93.8 ± 2.4）. Comparison of two groups of patients, the difference was statistically significant （P 〈 0.05）. Conclusion This study suggests that pain management education using PBL teaching can improve student achievement, increase students ＇ analysis and problem-solving skills. PBL teaching can provide effective ideas and methods for improving and promoting the teaching methods of pain management.

关 键 词：疼痛学 PBL教学 医学教育 

分 类 号：G642[文化科学—高等教育学]