“导师制”PBL教学法在心血管病教学中的应用  

Problem-based Learning Method With "Tutorial System" in Clinical Cardiovascular Medicine

作　　者：李阳[1] 李健[1] 侯志文[1] 于波[1] 

机构地区：[1]中国医科大学附属第一医院心血管内科,辽宁沈阳110001

出　　处：《中国继续医学教育》2017年第6期12-14,共3页China Continuing Medical Education

摘　　要：目的对"导师制"PBL教学法与LBL教学法在心血管内科临床教学中的效果进行对比。方法以中国医科大学附属第一医院心内科学习的2012级七年制临床医学专业110名学生为研究对象,随机分为"导师制"PBL教学组(n=56)和LBL教学组(n=54);分别采用"导师制"PBL与LBL进行心血管内科教学。教学结束后通过专业考试及问卷调查,对两种教学方法的效果进行比较。结果 "导师制"PBL教学组学生的考试平均成绩(86.79±6.48)分,优于LBL教学组学生的(81.73±7.56)分,组间对比,差异具有统计学意义(P<0.01)。"导师制"PBL教学在"学习兴趣、理论理解、自学能力、语言表达、临床思维"等方面提高的满意度高于LBL教学组(P<0.05)。结论与LBL相比,"导师制"PBL教学法在心血管内科临床教学中能取得较好效果。Objective To compare the effect between problem-based learning with ＂tutorial system＂ （T-PBL）and lecture-based learning（LBL） for clinical teaching in cardiovascular medicine. Methods Totally 110 people of seven-year-program cardiovascular interns from China Medical University were selected and were randomly divided into the T-PBL group （n=56） and LBL group （n=54）. T-PBL and LBL teaching methods were applied in the two groups respectively. Teaching effects were evaluated by exam and questionnaire investigation. Results The average score of the PBL teaching group （86.79±6.48） points was better than that of the LBL teaching group （81.73±7.56） points, between groups, the difference was statistically significant （P〈0.01）. The satisfaction degree of ＂PBL＂ teaching in the teaching of ＂learning interest, theoretical understanding, self learning ability, language expression, clinical thinking＂ is higher than that of LBL teaching group （P〈0.05）. Conclusion T-PBL teaching method demonstrates advantages in teachingof cardiovascular medicine and enhances the teaching effect.

关 键 词：PBL教学法 LBL教学法 导师制 心血管内科 

分 类 号：G642[文化科学—高等教育学]