PBL教学法在肾内科教学中的应用和体会  

The application of PBL teaching method in renal medicine teaching

作　　者：刘艳姝[1] 史为伍[1] 刘中柱[1] 王振[1] 张国艳[1] 

机构地区：[1]佳木斯大学附属第一医院肾内科,黑龙江佳木斯154003

出　　处：《黑龙江医药科学》2017年第1期85-86,共2页Heilongjiang Medicine and Pharmacy

摘　　要：目的:比较肾内科教学中采用PBL教学模式与传统教学模式下医学生基础理论知识掌握情况及临床病例分析情况,为PBL教学模式的实施提供数据支持。方法:在肾内科理论课教学中将110例临床医学本科生随机分为观察组、对照组两组。观察组采用PBL教学模式进行教学。对照组采用"以主题为基础的学习"教学模式。对观察组和对照组进行基础理论知识、病例分析考试主观题成绩进行比较。结果:两组学生基础理论成绩没有明显差异,优秀和良好率没有明显差异;病例分析成绩观察组明显高于对照组;优秀和良好率明显高于对照组。结论:PBL教学法激发了学生学习的积极性,提高了分析和解决问题的能力,使教学质量得到改善。Objective：To compare basic theoretical knowledge and clinical case analysis in nephrology teaching between Problem- Based Learning（PBL） and traditional teaching method. With the progress of medical education, traditional teaching method can not meet the need of modern medical education. PBL （ Problem - Based Learning ） is a problem - based and student - centered learning pattern. Methods： Medical students were random- ly divided into the observation group and the control group. The observation group were applied PBL teaching meth- od, while the control group were applied traditional teaching method. Results： There is no difference in the mark of theoretical knowledge between observation group and control group. The mark of clinical case analysis in observa- tion group is significantly higher than that in control group. Conclusion：By PBL method, the learning enthusiasm of the students was stimulated, and the ability of analyzing and resolving problem was increased. The quality of teach- ing was also improved. This teaching method has provided some experience for future teaching reform of nephrology.

关 键 词：PBL教学法 内科教学 肾内科 PBL教学模式 临床病例分析 基础理论知识 传统教学模式 应用 

分 类 号：G420[文化科学—课程与教学论]