问题导向学习教学法在姑息医学中的教学实践  

Practice of PBL combined with LBL teaching method in palliative medicine training

作　　者：李小梅 黄海力[1] 宋鹏[1] 张东[1] 

机构地区：[1]解放军总医院南楼肿瘤内科,北京100853

出　　处：《中国肿瘤临床与康复》2017年第3期322-324,共3页Chinese Journal of Clinical Oncology and Rehabilitation

基　　金：总后勤部卫生部保健专项科研课题(15BJZ51)

摘　　要：目的探讨问题导向学习(PBL)教学法联合传统教学法(LBL)改进姑息医学的教学效果。方法选取来自北京市三级甲等医院肿瘤内科的80名接受姑息医学培训的肿瘤内科医师,采用随机数表法分为PBL联合LBL组与LBL组,每组40名。分别接受20学时的传统教学联合PBL培训和传统教学培训,培训结束后进行相关知识考试,并发放问卷调查受训者对两种教学法的评价。结果 PBL联合LBL组医师的考试成绩平均为(91.32±7.46)分,明显高于单纯LBL组的(84.11±9.20)分,差异有统计学意义(P<0.01)。问卷调查显示,PBL联合LBL组92.5%的爱训者认为该教学法有助于提升临床能力,85.0%的受训者认为该教学法对培养自主学习能力很有帮助,77.5%的受训者认为该教学法促进了团队协作,三项结果均明显优于单纯LBL组,差异均有统计学意义(均P<0.05)。结论在姑息医学培训中,PBL教学法有助于提高教学效果和临床技能,还能提升自主学习能力和团队协作精神。Objective To improve teaching efficacy of palliative care training by problem-based learning（ PBL） and lecture-based learning（ LBL） teaching method. Method Eighty medical oncologists undergoing palliative medicine training were randomized into two groups with 40 physicians in each group.The two groups were trained using PBL combined with traditional LBL teaching method or LBL method alone respectively. Tests and questionnaires were given after their training to compare the two teaching models.Results PBL ＋ LBL group had significant higher mean test score（ 91. 32 ± 7. 46 vs 84. 11 ± 9. 20,P 0. 001）. Questionnaire investigation showed 92. 5% physicians believe this method is helpful in improving clinical ability,85. 0% think it＇s useful in culturing self-study ability and 77. 5% agree it could enhance team cooperation. Conclusion In the training of palliative medicine,PBL method can significantly improve training effect and enhanced the participants＇ clinical ability. It can also improve the self-study ability and enhanced the cooperation spirits. PBL teaching method improves teaching efficacy and clinical techniques as well as self-study ability and team cooperation.

关 键 词：问题导向学习 姑息医学 教学法 

分 类 号：R-4[医药卫生] G642.4[文化科学—高等教育学]