PBL教学模式在儿科临床实习与考研考试过程有效衔接的必要性研究  

Research on the Necessity of Connecting PBL Teaching Mode to the Effectiveness of Postgraduate Entrance Examination in Pediatric Clinical Practice

作　　者：易雪岚 李祥丽 官仕友 谢闯 YI Xuelan;LI Xiangli;GUAN Shiyou;XIE Chuang(Department of Pediatrics,Affiliated Hospital of Zunyi Medical University,Zunyi,Guizhou Province,563000China)

机构地区：[1]遵义医科大学附属医院儿科,贵州遵义563000

出　　处：《中国卫生产业》2021年第23期24-27,共4页China Health Industry

基　　金：遵义医学院第一临床学院教育教学改革计划项目(2018046)。

摘　　要：目的探讨PBL教学模式在儿科临床实习与考研考试过程有效衔接的必要性。方法参与该次研究的是在2019年2—10月期间到遵义医科大学附属医院参加儿科临床实习的60名本科实习生,按照教学模式的不同分为PBL组和常规组,每组30名,其中PBL组实习生实施PBL教学模式教学,常规组实习生进行常规的教学模式进行教学。研究结果主要是分析比较两组实习生的学习成绩与师生互评的满意度情况,同时对两组学生考研考试通过率进行比较,分析PBL教学模式对衔接本科实习教育以及考试带来的影响。结果PBL组师生互评的满意度均明显高于常规组,差异有统计学意义(P<0.05);PBL组理论知识成绩(90.53±3.23)分高于常规组理论知识成绩(83.21±4.30)分,差异有统计学意义(P<0.05)。PBL组临床实践考核成绩(93.13±3.53)分高于常规组临床实践考核成绩(84.73±3.92)分,差异有统计学意义(P<0.05)。对照组受试者出科成绩优良率显著低于PBL组出科成绩优良率,差异有统计学意义(P<0.05)。PBL组考研合格率显著高于常规组考研通过率,差异有统计学意义(P<0.05)。结论通过在儿科临床实习中使用PBL教学法,能有效提高主观能动性和考研考试通过率。Objective To explore the necessity of linking the effectiveness of PBL teaching model with postgraduate entrance examination in pediatric clinical practice.Methods Participating in this study were 60 undergraduate interns who participated in pediatric clinical internships at the affiliated hospital of Zunyi medical university from February to October 2019.According to the different teaching modes,They were divided into the PBL group and the regular group,with 30 students in each group.Among them,the PBL group interns implemented the PBL teaching mode for teaching,and the regular group interns used the conventional teaching mode for teaching.To analyze and compare the academic performance of the two groups of interns and the satisfaction of the teacher-student mutual evaluation.At the same time,the pass rates of the two groups of students in the postgraduate entrance examination were compared,and the influence of the PBL teaching model on the connection of undergraduate internship education and examinations was analyzed.Results The satisfaction of teacher-student mutual evaluation of PBL teaching group was significantly higher than that of regular group,and the difference was statistically significant(P<0.05).The score of theoretical knowledge in the PBL group(90.53±3.23)points was higher than that of subjects in the regular group(83.21±4.30)points,and the difference was statistically significant(P<0.05).The clinical practice assessment scores of the PBL group(93.13±3.53)points were higher than those of the regular group(84.73±3.92)points,and the difference was statistically significant(P<0.05).The rate of excellent and good grades in the regular group was significantly lower than that of subjects in the PBL group,and the difference was statistically significant(P<0.05).The pass rate of postgraduate entrance examination in the PBL group was significantly higher than that of the regular group,and the difference was statistically significant(P<0.05).Conclusion By using PBL teaching method in pediatric clinical p

关 键 词：PBL教学 考研考试 临床实习 儿科 

分 类 号：R193[医药卫生—卫生事业管理]