PBL和LBL双轨教学法在肿瘤教学中的应用  

The Application of PBL and LBL Double-track Teaching Method in Tumor Teaching

作　　者：杨静 于泽顺[1] YANG Jing;YU Zeshun(Department of Oncology,Affiliated Hospital of Binzhou Medical University,Binzhou Shandong 256600,China)

机构地区：[1]滨州医学院附属医院肿瘤科,山东滨州256600

出　　处：《中国继续医学教育》2021年第22期53-56,共4页China Continuing Medical Education

摘　　要：目的探究与分析以问题为中心的教学和以授课为基础的教学双轨教学法在肿瘤教学中的应用。方法将医院自2018年3月—2020年3月学习的临床肿瘤科医学生120名,按照随机数字表法分为对照组与观察组,每组各60例,对照组给予传统带教法,观察组给予以问题为中心的教学和以授课为基础的教学双轨教学法,对比两组理论成绩、操作成绩、考核量化合格率及医学生对带教的满意度。结果观察组与对照组相比理论成绩及操作成绩均较高,组间差异具有统计学意义(P<0.05)。观察组与对照组相比适应时间、病情评估能力、医患沟通能力及独立工作能力考核合格率较高,组间差异具有统计学意义(P<0.05)。观察组与对照组相比医学生对带教的满意度较高,组间差异具有统计学意义(P<0.05)。结论以问题为中心的教学和以授课为基础的教学双轨教学法在肿瘤科医学生带教中可获得更高的理论及操作考核成绩及各项考核量化合格率,医学生对此带教方法的满意度也较高。Objective To explore and analyze the application of problem-based teaching and lecture-based dual-track teaching methods in tumor teaching.Methods 120 medical students in the department of clinical oncology who studied in our hospital from March 2018 to March 2020 were divided into a control group and an observation group according to the random number table method,each with 60 cases.The control group was given traditional teaching method,the observation group gave a dual-track teaching method of problem-based teaching and lecture-based teaching,and compared the two groups of theoretical scores,operational scores,assessment and quantitative pass rates,and medical students’satisfaction with teaching.Results Compared with the control group,the observation group had higher theoretical performance and operational performance,and the difference between the groups was statistically significant(P<0.05).Compared with the control group,the observation group had a higher qualification rate in terms of adaptation time,disease assessment ability,doctor-patient communication ability and independent work ability assessment,and the difference between the groups was statistically significant(P<0.05).Compared with the control group,the observation group had higher satisfaction with teaching,and the difference between the groups was statistically significant(P<0.05).Conclusion The problem-based teaching and the teaching-based dual-track teaching method can obtain higher theoretical and operational assessment results and the quantitative pass rate of various assessments in the teaching of oncology medical students.Medical students'satisfaction with the teaching method is also high.

关 键 词：以问题为中心的教学法 以授课为基础的教学 双轨教学 肿瘤教学 医学生 满意度 

分 类 号：G642[文化科学—高等教育学]