PBL联合CBL教学法在关节外科进修医师培训中的实施与效果  

Implementation and Effect of PBL Combined With CBL Teaching Method in Refresher Physician Training in Joint Surgery

作　　者：李志昌[1] 邢丹[1] 王锴[1] 孙铁铮[1] 陈照宇 LI Zhichang;XING Dan;WANG Kai;SUN Tiezheng;CHEN Zhaoyu(Department of Osteoarthropathy,Peking University People’s Hospital,Beijing 100044,China)

机构地区：[1]北京大学人民医院骨关节科,北京100044

出　　处：《中国继续医学教育》2022年第23期56-60,共5页China Continuing Medical Education

基　　金：北京市科技计划项目(Z1811000001618020)。

摘　　要：目的探究以问题为基础的教学法(problem-based learning,PBL)联合以案例为基础的教学法(case-based learning,CBL)在关节外科进修医师培训中的应用效果。方法选取2018年6月—2021年12月在北京大学人民医院骨关节科进修学习的医师98名,随机分成两组,每组49名。对照组采取传统的进修医师培养方式,试验组在传统培训的基础上增加PBL与CBL教学法。观察比较两组医师的理论成绩、操作成绩、各项技能提高的主观感受以及对进修培训过程的满意度。结果试验组的授课考评成绩为(92.50±3.47)分,在内容准备、语言表达能力、授课形式、现场问答、仪态仪表等方面均获得了很好的训练,取得了优异成绩。试验组进修学员的理论[(88.46±4.65)分]与操作[(90.67±5.47)分]成绩均优于对照组学员的理论[(78.89±3.87)分]与操作[(82.55±4.32)分]成绩,且差异有统计学意义(P<0.05)。试验组学员在问卷调查中关于学习效率、临床思辨、团队协作、文献阅读、学习兴趣等能力的提高以及对整个进修培训的满意度均高于对照组,差异有统计学意义(P<0.05)。结论在关节外科进修医师培训中联合应用PBL与CBL教学法,不仅提高了进修医师理论知识、手术操作、患者管理等方面的成绩,并且显著调动了其学习的主观能动性,提升了文献阅读与团队协作的能力,为进修医师今后的临床和科研工作打下了坚实的基础。Objective To evaluate the effectiveness of the combined problem-based learning(PBL)and case-based learning(CBL)teaching method in refresher physician training in joint surgery.Methods A total of 98 physicians studying in the Department of Osteoarthropathy,Peking University People’s Hospital,from June 2018 to December 2021 were randomly divided into two groups,with 49 in each group.The traditional training method was adopted in the control group,and the PBL and CBL teaching method on the basis of the traditional training was added in the experimental group.The two groups of physicians were observed and compared in terms of their theoretical achievements,operational achievements,subjective feelings about the improvement of various skills and their satisfaction with the process of further training.Results The teaching evaluation score of the experimental group was(92.50±3.47)points.The experimental group obtained good training in content preparation,language expression ability,teaching form,on-site question and answer,posture and appearance,etc,and achieved excellent results.The theoretical[(88.46±4.65)points]and operational[(90.67±5.47)points]scores of the experimental group were better than those of the control group[(78.89±3.87)points]and operational[(82.55±4.32)points],and the differences were statistically significant(P<0.05).In the questionnaire survey,the improvement of learning efficiency,clinical speculation,teamwork,literature reading,learning interest and other abilities as well as the satisfaction of the whole training of the experimental group were higher than those of the control group,the differences were statistically significant(P<0.05).Conclusion The combined application of PBL and CBL teaching method in the training of training physicians in joint surgery not only improves the performance of training physicians in theoretical knowledge,surgical operation,patient management and other aspects,but also significantly stimulates their subjective initiative in learning,improves the ability of lit

关 键 词：以问题为基础的教学法 以案例为基础的教学法 关节外科进修医师培训 教学模式 满意度 应用分析 

分 类 号：G726[文化科学—成人教育学]