新时代下妇产科临床教学的思考及探讨  

Thinking and Discussion on Clinical Teaching of Obstetrics and Gynecology in the New Era

作　　者：于涛[1] YU Tao(Department of Gynecology,Zaozhuang Municipal Hospital,Zaozhuang,Shandong Province,277100 China)

机构地区：[1]枣庄市立医院妇科,山东枣庄277100

出　　处：《中国卫生产业》2021年第34期125-127,190,共4页China Health Industry

摘　　要：目的探讨新时代下妇产科临床教学的方法。方法选取2019年9月—2021年9月该院妇产科60名规培实习生,按照时间先后分为对照组(2019年9月—2020年8月的30名)和干预组(2020年9月—2021年9月的30名)。对照组实行传统教学法(LBL),干预组实行问题导向教学法(PBL),比较两组的考核成绩与教学满意情况。结果干预组病例分析、实践操作的考核成绩得分均高于对照组,差异有统计学意义(P<0.05);干预组教学满意度均高于对照组,差异有统计学意义(P<0.05)。结论PBL教学法应用于妇产科的临床教学中效果显著,能提升规培实习生的考核成绩,还能提升学生临床思维能力、自主创新能力、沟通能力及临床工作信心等方面的素质。Objective To discuss the clinical teaching methods of obstetrics and gynecology in the new era.Methods A total of 60 regular training interns from the Department of Obstetrics and Gynecology of the hospital from September 2019 to September 2021 were selected.According to time,they were divided into control group(30 students from September 2019 to August 2020 and intervention group(30 studens from September 2020 to September 2021).The control group practiced traditional teaching method(LBL),while the intervention group practiced problem-based teaching method(PBL).The assessment results and teaching satisfaction of the two groups were compared.Results The case analysis and practice assessment scores of the intervention group were higher than those of the control group,the difference was statistically significant(P<0.05).The teaching satisfaction of the intervention group was higher than that of the control group,the difference was statistically significant(P<0.05).Conclusion The application of PBL teaching method to the clinical teaching of obstetrics and gynecology has a remarkable effect,which can improve the assessment results of the regular training interns.It can also improve students'clinical thinking ability,independent innovation ability,communication ability and confidence in clinical work.

关 键 词：妇产科 临床教学 PBL LBL 

分 类 号：R71[医药卫生—妇产科学]