PBL联合EBM综合教学法在腹部急诊临床教学中的应用  

Combination Application of PBL and EBM in Clinical Teaching of Abdominal Emergency

作　　者：李俊杰[1] 冯筑生 王倩梅[1] 刘善收[1] 王仙琦 尹文[1] 

机构地区：[1]第四军医大学西京医院急诊科,陕西西安710032

出　　处：《中国继续医学教育》2017年第10期21-24,共4页China Continuing Medical Education

基　　金：第四军医大学教学研究课题(LG201610)

摘　　要：目的观察并分析PBL联合EBM教学法在腹部急诊临床教学中的应用效果及价值。方法选取211名五年制临床专业实习生,将其随机分为PBL+EBM教学组106名和传统讲授教学法(LBL)组105名。教学结束后进行教学效果的问卷调查和理论考试,并对结果进行比较。结果 PBL+EBM联合教学法能够有效提高学生的学习兴趣、学习效率、自学能力、文献检索能力和分析解决问题的能力;77.4%的学生认为这种新的教学模式具有很好的教学价值;理论考试成绩的优秀率显著高于传统讲授教学组(χ2=17.890,P<0.001)。结论 PBL+EBM联合教学法能够克服传统教学的缺点,有效提高学生的学习兴趣、自学能力和教学质量。Objective To observe and analyse the application effect and value of problem based learning （PBL） combined evidence-based learning （EBM） in abdominal emergency clinical teaching. Methods A total of 211 clinical medicine students were randomly divided into two groups： ＂PBL＋EBM＂ group 106 students and lecture based learning （LBL） group 105 students. After the end of the teaching, the teaching effectiveness survey and theory test of the combined teaching group was performed, and the results were compared. Results The combined teaching method could stimulate learning enthusiasm, improve learning efficiency, the abilities of self-study, literature retrieval, and the ability to analyze and solve problems. 77.4% of students thought this new teaching method had good application value in clinical teaching, Furthermore, the excellent rate of the theory test scores combined teaching group was better than traditional teaching group （x2=17.890, P〈0.001）. Conclusion The PBL joint EBM pedagogy can overcome disadvantages of traditional teaching and provide higher interest, ability of self-study as well as higher teaching quality of the medical students. It will be worth to spread in medical clinical teaching.

关 键 词：腹部疾病 急诊 临床教学 以循证为基础的教学法 以问题为基础的教学法 

分 类 号：R61[医药卫生—外科学] G642[医药卫生—临床医学]