PBL教学法在冠心病及结构性心脏病介入诊疗医师培训中的应用  

Application Study of PBL Teaching Method in Interventional Training of Cardiovascular and Structural Heart Disease

作　　者：胡志 成革胜[1] 张松林[1] 宋强 屈天荣[1] 

机构地区：[1]西安交通大学第一附属医院结构性心脏病科,陕西西安710061

出　　处：《医学教育研究与实践》2017年第5期799-802,共4页Medical Education Research and Practice

摘　　要：目的比较以问题为基础的教学法(PBL)与传统以授课为基础的教学模式(LBL)在冠心病及结构性心脏病介入诊疗医师培训中的应用效果。方法选择西安交通大学第一附属医院介入培训基地从事冠心病及结构性心脏病介入诊治培训学员60人。随机分为LBL组和PBL组。培训结束后进行理论知识、操作技能考试及教学评估问卷调查。结果 PBL组对于激发学习兴趣、培养团队精神及锻炼语言表达的认同率高于LBL组(P<0.05)。PBL组理论考试总成绩及介入操作技能总成绩均高于LBL组(P<0.01)。结论 PBL教学法在冠心病及结构性心脏病介入诊治培训中可以更好地发挥学员主观能动性,达到较好的教学效果,是值得推广的教学模式。Objective To compare the effectiveness of PBL approach and conventional LBL approach dur- ing the training of interventional diagnosis and therapy of cardiovascular and structural heart disease. Methods 60 training doctors were divided randomly into the PBL group and LBL group, the effects of training were evaluated by examination of theoretical knowledge and operation skills and teaching e- valuation questionnaire. Results The satisfaction rate of PBL group was significantly higher than that of LBL group （P〈0.05） in inspiring learning interest, cultivating teamwork and exercising language expression. Scores of theoretical and operational skills exams of PBL group were all significantly high- er than those of the LBL group （P^O. 01 ~. Conclusion During the interventional training of cardio- vascular and structural heart disease, PBL approach can motivate trainers to learn more and achieve better results. It is a teaching model deserving promotion.

关 键 词：PBL教学法 冠心病 结构性心脏病 介入诊治 

分 类 号：G642[文化科学—高等教育学]