PBL结合EBT的双轨教学法在本科生神经外科临床实践中的有效教学探索  

Explore the effective teaching of applying dual-track teaching method with the combination of PBL and EBT in neurosurgery clinical practice for undergraduates

作　　者：韩易[1] 李磊[1] 谢珊 姜之全[1] 娄飞云[1] 张少军[1] HAN Yi(Department of neurosurgery,the first affiliated hospital of Bengbu Medical College,Bengbu Anhui,233004,China)

机构地区：[1]蚌埠医学院第一附属医院神经外科,安徽蚌埠233004

出　　处：《齐齐哈尔医学院学报》2020年第18期2326-2328,共3页Journal of Qiqihar Medical University

摘　　要：目的探索基于问题的学习教学法(PBL)结合循证教学法(EBT)的双轨教学法在本科生神经外科临床实践中的有效教学效果。方法选择2016—2018年在本院进行本科实习的神经外科医师120名作为研究对象,随机分为实验组、对照1组、对照2组、对照3组四组,每组各30名。实验组采用PBL结合EBT的双轨教学法,对照1组采用传统的教学法,对照2组采用病案式的基于问题的学习教学法,对照3组采用循证教学法。临床教学出科后四组进行临床考核成绩比较及教学满意度调查。结果四组临床实践教学前基础成绩测试结果比较,差异无统计学意义(P>0.05),临床实践教学2周出科后四组学生考核成绩均高于基础成绩,差异有统计学意义(P<0.05)。考核后四组之间成绩比较:对照2组和对照3组均优于对照1组,差异有统计学意义(P<0.05);对照2组和对照3组对比无明显差别(P>0.05);实验组明显优于其他三组,差异有统计学意义(P<0.05)。四组学生教学满意度调查结果:对照2组和对照3组均优于对照1组,差异有统计学意义(P<0.05);对照2组和对照3组对比无明显差别(P>0.05);实验组明显优于其他三组,差异有统计学意义(P<0.05)。结论基于问题的学习教学法结合循证教学法的双轨教学法可明显提高本科生神经外科临床实践的有效教学效果,值得推广应用。Objective To explore the effective teaching effect of dual-track teaching method with combination of problem-based learning approach(PBL)and evidence-based teaching(EBT)method in the clinical practice of neurosurgery for undergraduates.Methods A total of 120 neurosurgeons in internship from the first affiliated hospital of Bengbu Medical College from 2016 to 2018 were enrolled as study objects,and they were divided into experimental group,control group 1,control group 2 and control group 3 randomly,each group included 30 students.The experimental group adopted a dual-track teaching method based on PBL and EBT methods.The control group 1 adopted the traditional teaching model,the control group 2 adopted the case-based problem-based learning teaching method,and the control group 3 adopted the evidence-based teaching method.After the clinical teaching,the four groups conducted a comparison of clinical assessment results and a survey of teaching satisfaction.Results The results of the basic score test before clinical practice teaching in the four groups were not statistically significant(P>0.05).Two weeks after clinical practice teaching,the assessment results of the four groups of students were higher than the basic results,the difference was statistically significant(P<0.05).After the assessment,the results of the four groups were compared: the control group 2 and the control group 3 were better than the control group 1,and the difference was significant statistically(P<0.05).There was no significant difference between the control group 2 and the control group 3(P>0.05).The experimental group was significantly better than the other three groups,the difference was statistically significant(P<0.05).Teaching satisfaction survey results of the four groups: the control group 2 and the control group 3 were better than the control group 1,and the difference was significant statistically(P<0.05). There was no significant difference between the control group 2 and the control group 3(P>0.05).The experimental group was signi

关 键 词：PBL EBT 神经外科 有效教学 

分 类 号：G642.0[文化科学—高等教育学]