PBL联合CBL教学模式在儿科整合教学中的应用  

Application of PBL Combined With CBL in Integrated Clinical Education in Pediatrics

作　　者：王丹[1] 夏凯愉[2] 钱燕 陆宁洁[1] 胡冠琼[1] 陈亦明[3] WANG Dan;XIA Kaiyu;QIAN Yan;LU Ningjie;HU Guanqiong;CHEN Yiming(Department of Pediatrics,The First Affiliated Hospital of Wenzhou Medical University,Wenzhou Zhejiang 325000,China;The Office of the First Clinical Medical College,The First Affiliated Hospital of Wenzhou Medical University,Wenzhou Zhejiang 325000,China;Department of Surgery,The Second Affiliated Hospital of Wenzhou Medical University,Wenzhou Zhejiang 325000,China)

机构地区：[1]温州医科大学附属第一医院儿科,浙江温州325000 [2]温州医科大学附属第一医院第一临床医学院办公室,浙江温州325000 [3]温州医科大学附属第二医院外科,浙江温州325000

出　　处：《中国继续医学教育》2019年第9期8-10,共3页China Continuing Medical Education

基　　金：国家自然科学基金资助项目(81701485);浙江省高等教育教学改革项目(jg20160098);温州医科大学附属第一医院"青年英才计划"(qnyc079);浙江省医药卫生科技计划项目(2017KY452);温州市公益性科技计划资助项目(Y20170007)

摘　　要：目的探讨PBL联合CBL教学模式在儿科整合教学中的应用效果。方法将温州医科大学2015级常规临床医学班和整合医学教改班分别作为对照组和实验组,并分别采用传统LBL+CBL法和PBL+CBL法。通过比较两组学生见习结束后的考核成绩来评价教学效果,同时使用问卷调查评价学生对不同教学模式的满意度。结果实验组的理论知识和临床技能成绩分别(46.35±3.64)分和(47.10±2.34)分,均高于对照组的(39.13±4.07)分和(41.03±4.15)分,差异均具有统计学意义(P均<0.01)。调查问卷结果显示实验组学生满意度为96.7%、93.3%、100.0%、90.0%、100.0%和93.3%,高于对照组学生的77.1%、71.4%、77.1%、65.7%、71.4%和68.5%,差异均具有统计学意义(P <0.05或P <0.01)。结论 PBL联合CBL教学模式提高了教学效果,是一种有效的临床见习带教方法。Objective To investigate the effect of PBL combined with CBL in clinical teaching in the pediatrics department.Methods The routine clinical medicine class of grade 2015 and the integrated medical teaching reform class of Wenzhou Medical University were taken as the control group and the experimental group respectively,the traditional LBL+CBL method and PBL+CBL method were adopted respectively.The teaching effect was evaluated by comparing the examination results of the two groups after the internship.At the same time,the students'satisfaction with different teaching modes was evaluated by questionnaire.Results The scores of theoretical knowledge and clinical skills in the experimental group were(46.35±3.64)points and(47.10±2.34)points respectively,which were higher than those in the control group(39.13±4.07)points and(41.03±4.15)points.The differences were statistically significant(P<0.01).The results of the questionnaire showed that the satisfaction rate of the students in the experimental group was 96.7%,93.3%,100.0%,90.0%,100.0%and 93.3%,higher than that of the students in the control group(77.1%,71.4%,77.1%,65.7%,71.4%and 68.5%),the differences were statistically significant(P<0.05 or P<0.01).Conclusion The new teaching mode of PBL+CBL is better than traditional one and contributes to the promotion of education quality.

关 键 词：PBL CBL 教学模式 儿科学 临床教学 比较 

分 类 号：G642[文化科学—高等教育学]