对《临床医学PBL综合课程》的效果评价  

Evaluation on the effect of Clinical Medicine PBL Comprehensive Course

作　　者：臧丽[1] 王少清 谷卉 黄艾晶[1] 毛楠[1] 高芳[1] 张婧[3] Zang Li;Wang Shaoqing;Gu Huil;Huang Ajing;Mao Nan;Gao Fang;Zhang Jing(Department of Nephrology,The First Afiliated Hospital of Chengdu Medical College,Chengdu 610500,China;The Second Affliated Hospital of Chengdu Medical College,Nuclear Industry 416 Hospital,Chengedu 610032,China;Department of Academic Affairs,The First Affiliated Hospital of Chengdu Medical College,Chengdu 610500,China)

机构地区：[1]成都医学院第一附属医院肾病科,610500 [2]成都医学院第二附属医院,核工业四一六医院院长办公室,610032 [3]成都医学院第一附属医院教务科,610500

出　　处：《中华医学教育探索杂志》2020年第11期1292-1295,共4页Chinese Journal of Medical Education Research

基　　金：成都医学院2019年“卓越医生”专项建设项目;成都医学院2019年校级教育教学改革研究项目(JG201927)。

摘　　要：目的探讨web-based problem-based learning software对《临床医学PBL综合课程》的效果评价。方法以2015级临床医学本科卓越医生试点班38名学生为研究对象,以课程开始前web-based problem-based learning software测试得分为基础,比较通过《临床医学PBL综合课程》训练后得分的改善,定量评价学生的临床思维。结果所有学生完成了《临床医学PBL综合课程》教学,学生表达与沟通能力、团队合作能力、问题分析与临床推理能力、知识信息管理能力随着案例数增加在稳步提高,连续通过两个PBL案例训练后差异才具有统计学意义(P<0.05);学习意愿和态度在第二个PBL案例(急性心肌梗死)时得分最高,差异具有统计学意义(P<0.05);通过PBL课程训练后,学生在诊断表现、临床思维、处置得分、总体表现得分较前明显升高,差异有统计学意义(P<0.05)。病历书写、知识掌握得分改善不明显。结论形成性评价与web-based problem-based learning software两者结合,可以更好地评价教学效果,更有利于学生认识自身不足。Objective To evaluate the effect of web-based problem-based lerning software on the Clinical Medicine PBL Conprehensive Course.Methods Thirty-eight students from the pilot class of undergraduate excellent doctors in clinical medicine were selected as the research objects.Based on the test scores of web-based problem-based learning software before the start of the course,the improvement of scores after passing the training of the Clinical Medicine PBL Comprehensive Course were compared,and the students'clinical thinking were quantitatively evaluated.Results After all students completed the course,their abilities of expression and communication,teamwork and cooperation,problem analysis and clinical reasoning,and knowledge information management of the students increased steadily with the increase in the number of cases,but it was statistically significant after two PBL case trainings(P<0.05).Learning intentions and attitudes scored the highest in the second PBL case(acute myocardial infarction),with statistical differences(P<0.05).After training through the PBL course,diagnostic performance,clinical thinking,treatment scores,and overall performance scores of the students were significantly increased than before,with statistical significance(P<0.05).The scores of case report writing and knowledge acquisition were not obviously improved.Conclusion The combination of formative evaluation and web-based problem-based learning software can better evaluate the teaching effect and help students to understand their own shortcomings.

关 键 词：临床医学PBL综合课程 临床思维训练及评测软件 效果 

分 类 号：R4[医药卫生—临床医学]