以问题为基础教学法在脑动脉夹层临床教学中的应用  

The Role of Problem-Based Learning in Clinical Teaching of Cerebral Artery Dissection

作　　者：张婧[1] 濮月华[1] 于丹丹[1] 杨波[1] 魏娜[1] 温淼[1] 杨中华[1] 刘丽萍[1] 

机构地区：[1]首都医科大学附属北京天坛医院神经病学中心,神经重症医学科,北京100050

出　　处：《中国卒中杂志》2017年第5期468-470,共3页Chinese Journal of Stroke

摘　　要：目的探讨以问题为基础教学法(problem-based learning,PBL)在脑动脉夹层临床教学中的作用。方法选择在首都医科大学附属北京天坛医院神经重症医学科轮转的7年制医学研究生30例,随机分为实验组和对照组。实验组采用PBL,对照组采用以授课为基础的教学法(lecture-based learning,LBL)对脑动脉夹层进行教学。对两组进行理论知识和病例分析测试,比较测试成绩的差异。结果实验组与对照组比较,理论知识([89.13±1.40)分vs(84.40±2.35)分,P<0.001]及临床技能测试成绩([89.73±1.83)分vs(86.00±1.85)分,P<0.001]均有显著提高。结论以问题为基础教学法有助于培养医学生在脑动脉夹层学习中的临床思维和病例分析能力。Objective To explore the value of problem-based learning （PBL） method in clinical teaching of cerebral artery dissection. Methods A total of 30 postgraduates in neurocritical department at Beijing Tiantan Hospital affiliated to Capital Medical University were randomized into test group and control group. In the test group, the PBL was applied to the teaching of cerebral artery dissection. In control group, lecture-based learning （LBL） was applied. After the whole course, all the postgraduates in two groups took a examination of theoretical knowledge and case analysis about cerebral artery dissection. Examination scores were compared between the two groups. Results The performance in theoretical knowledge test （[89.13±1.40] vs [84.40±2.35]） and case analysis test （[89.73±1.83] vs [86.00±1.85]） in PBL group were more better than in LBL group. Conclusion The PBL teaching mode is helpful for students to improve the capability of clinical thinking and case analysis.

关 键 词：以问题为基础教学 医学生 临床 教学 

分 类 号：G643[文化科学—高等教育学] R-4[文化科学—教育学]