情景教学法结合PBL教学法在院前急救教学中的应用  

The Application of Scene Teaching Method with PBL in Teaching of Prehospital Care

作　　者：李月霞[1] 周国军[1] 刘立云[1] 张莹[1] 王彬[1] 魏肖星 孙斌[1] 

机构地区：[1]滨州医学院附属医院急诊科,滨州256603

出　　处：《高校医学教学研究（电子版）》2017年第1期36-40,共5页Medicine Teaching in University (Electronic Edition)

摘　　要：目的采用情景教学法和PBL教学法相结合的方法在院前急救教学中的应用效果。方法采用随机抽样法将学生分成两组(每组96名学生)。在院前急救教学过程中,对照组学生采用传统的教学法进行教学,实验组学生在教学中采用情景教学法和PBL教学法相结合的方法进行教学。两组的教学内容为急诊常见的操作和疾病:心肺复苏、创伤急救与中毒。比较两组学生理论考试和技能考核的总成绩,调查实验组学生对情景教学和PBL教学法相结合的教学方法的认可程度。两组间均数比较采用t检验。结果实验组和对照组考试成绩分别为(91.65±1.79)分和(86.52±2.29)分,两组相比有显著性差异(P<0.01)。92.71%的实验组学生认同情景教学法结合PBL教学法的教学法。结论情景教学法和PBL教学法相结合的教学法能够提高学生的学习兴趣,增强学生自主学习能力,提高学生综合分析问题的能力,培养学生团队合作精神,锻炼学生动手实践能力。Objective To investigate the effect of scene teaching with problem-based learning（ PBL） in pre-hospital care teaching. Method 192 students were randomly divided into two groups： control group（ N = 96） was taught by traditional teaching method and experimental group（ N = 96） by scene teaching with PBL. Teaching contents were cardiopulmonary resuscitation,first aid of trauma and poisoning. The total score of theoretic examination and technique examination was compared between the two groups,and teaching effects were investigated. Data of two groups were analyzed by using t test,and statistical significance was established at a P value of less than 0. 05. Results The result was 91. 65 ± 1. 79 scores in experimental group,and 86. 52 ± 2. 29 score s in control group（ P 0. 01）. The scene teaching with PBL teaching method was identified by 92. 71 % of students. Conclusion The scene teaching with PBL could encourage the study interest of students,improve the ability to analysis problem,cultivate team spirit and elevate the ability of practice.

关 键 词：情景教学法 PBL 院前急救 教学 

分 类 号：R-4[医药卫生] G642[文化科学—高等教育学]