基于PBL的对话教学模式在《社区预防与保健》教学中的实践  

Practice for the course of"community prevention and health care"in the teaching dialogue mode using problem-based learning

作　　者：范兴君[1] 谷红梅[1] 齐悦[1] 杨勇[1] 高金霞[1] 于凤波 FAN Xing-jun;GU Hong-mei;QI Yue;YANG Yong;GAO Jin-xia;YU Feng-bo(School of Public Health,Mudanjiang Medical College,Mudanjiang,Heilongjiang 157001,China)

机构地区：[1]牡丹江医学院公共卫生学院,黑龙江牡丹江157001

出　　处：《中华全科医学》2022年第2期315-319,共5页Chinese Journal of General Practice

基　　金：黑龙江省教育厅十三五规划课题(GJC1318113);中华医学会医学教育分会课题(2018A-N06020)。

摘　　要：目的探讨基于PBL的对话教学模式在《社区预防与保健》课程中的教学效果,为基于PBL的对话教学模式的研究提供借鉴。方法于2019年9-12月采用随机数字表将牡丹江医学院2015级全科医学专业131名学生采用随机数字表法随机分为对照组(63人)和研究组(68人)。对照组采用传统的讲授式授课,研究组采用基于PBL的对话教学模式。课程结束后采用相同试卷考核且采用问卷调查评价教学效果、教学满意度、教学内容是否体现全科医学思维等。结果研究组的理论考试成绩、实践技能考试成绩和总成绩均高于对照组(均P<0.05);研究组对教学有助于培养全科医学思维与能力,培养临床预防服务的思维,增强临床筛检能力,以人群为基础的社区问题独立思考和分析处理能力,培养三级预防策略思维与能力,促进同学间的交流、沟通,增强团队合作等方面的评价优于对照组(均P<0.05);研究组学生对教学方法的满意率为73.53%,对照组为53.97%,研究组对教学内容能体现全科医学思维的以健康为中心、群体为对象、个体群体兼顾的医疗,三级预防为导向的循证医疗,以家庭为单位的保健项目横向管理,慢性病管理的综合社区预防保健的评价优于对照组(均P<0.05)。结论基于PBL的对话教学模式可以有效提高《社区预防与保健》课程的教学效果,激发全科学生了解基层卫生的兴趣,有利于学生全科医学思维与实践能力的培养。Objective To explore the teaching effect of the dialogue teaching model based on PBL in the course of Community Prevention and Health and provide a reference for the study of dialogue teaching model based on PBL.Methods A total of 131 students enrolled in the Department of General Medicine of Mudanjiang Medical College in 2015 were randomly divided into the control group(63 people)and the research group(68 people).The control group used traditional lecture-style teaching,and the research group used PBL-based dialogue teaching mode.After the course,the same test papers were used for assessment,and the questionnaires were used to evaluate the teaching effect,teaching satisfaction and the teaching content indicated the general medical thinking.Results The theoretical test scores,practical skill test scores and total scores of the research group were higher than those of the control group,and the differences were statistically significant(all P<0.05).The research group was better than the control group in cultivating self-learning ability,improving learning enthusiasm and initiative ability,cultivating general medical and clinical preventive service thinking and ability,strengthening clinical screening ability,independent thinking and analysis of community problems based on the population,training three-level prevention strategy thinking and ability,promoting communication and communication amongst classmates and enhancing teamwork and other aspects(all P<0.05).The satisfaction rate of the students in the research group with the teaching method was 73.53%,whereas that of the control group was 53.97%.The research group was better than the control group with health-centred,group-targeted,comprehensive community preventive health care evaluation of individual-group-oriented medical care,tertiary prevention-oriented evidence-based medical care,horizontal management of family-based health care projects and chronic disease management,and the difference was statistically significant(all P<0.05).Conclusion The PBL-based dial

关 键 词：对话教学 全科思维 社区预防与保健 教学效果 

分 类 号：R192[医药卫生—卫生事业管理] R499[医药卫生—公共卫生与预防医学]