基于微课PBL教学法在内科临床教学中的应用  

The Application of PBL Teaching Method Based on Microcourse in the Clinical Teaching of Internal Medicine

作　　者：刘沁华[1] 梁兴林[1] 赵珉[2] 许敏[3] 许龙 夏瑞祥[1] LIU Qinhua;LIANG Xinglin;ZHAO Min;XU Min;XU Long;XIA Ruixiang(Department of Hematology,The First Affiliated Hospital of Anhui Medical University,Hefei Anhui 230022,China;Department of Nephrology,The First Affiliated Hospital of Anhui Medical University,Hefei Anhui 230022,China;Department of Endocrinology,The First Affiliated Hospital of Anhui Medical University,Hefei Anhui 230022,China;Department of Education,The First Affiliated Hospital of Anhui Medical University,Hefei Anhui 230022,China)

机构地区：[1]安徽医科大学第一附属医院血液科,安徽合肥230022 [2]安徽医科大学第一附属医院肾脏内科,安徽合肥230022 [3]安徽医科大学第一附属医院内分泌科,安徽合肥230022 [4]安徽医科大学第一附属医院教育处,安徽合肥230022

出　　处：《中国继续医学教育》2020年第24期17-20,共4页China Continuing Medical Education

基　　金：2019安徽省省级质量工程重点项目(名称:基于微课的问题导向式教学在临床内科教学中研究;编号:2019jyxm0979)。

摘　　要：目的以分组研究的形式对微课问题导向式教学模式(PBL)在内科临床教学的应用效果。方法研究时间为2019年11月-2020年6月,选取我院共80例内科临床实习生作为此项研究的人群。采取随机数字表法进行均等分组,依次设为参照组(n=40)以及观察组(n=40),参照组开展传统教学模式,观察组开展基于微课PBL教学模式,教学结束后,以考核成绩、教学满意度为指标评价两组的教学效果。结果观察组的理论成绩、病例分析依次为(85.12±2.14)分、(85.10±1.02)分,高于参照组的(74.52±2.14)分、(73.42±1.21)分,数据差异有统计学意义(P<0.05)。观察组的教学满意度为95%,高于参照组的80%,数据差异有统计学意义(P<0.05)。结论将微课PBL教学模式引入内科临床教学,可很大程度提升教学质量,提高学生临床思维能力。Objective To study the application effect of PBL in the clinical teaching of internal medicine.Methods The study time was from November 2019 to June 2020.80 medical interns from our hospital were selected as the study population.The method of random number table was used to divide the students into two groups,one was the reference group(n=40)and the other was the observation group(n=40).The reference group carried out the traditional teaching mode.The observation group carried out the PBL teaching mode based on the micro course.After the teaching,the evaluation results and teaching satisfaction were used as the indicators to evaluate the teaching effect of the two groups.Results The theoretical score and case analysis score of the observation group were(85.12±2.14)and(85.10±1.02)respectively,which were higher than those of the reference group(74.52±2.14)and(73.42±1.21),with statistical significance(P<0.05).The teaching satisfaction of the observation group was 95%,higher than 80%of the reference group,and the data difference was statistically significant(P<0.05).Conclusion Introducing PBL teaching mode into clinical teaching of internal medicine can greatly improve teaching quality and students'clinical thinking ability.

关 键 词：教育 微课 PBL教学模式 内科 考核成绩 教学质量 教学满意度 

分 类 号：G642[文化科学—高等教育学]