以问题为导向的教学法在疼痛科实习教学中的应用  

Application of problem-based learning method during practice teaching in Department of Painology

作　　者：樊肖冲[1] 鲁中远 徐富兴 任欢 唐亚楠 孔存龙[1] 卜慧莲[1] 缪长虹 黄文起[4] Fan Xiaochong;Lu Zhongyuan;Xu Fuxing;Ren Huan;Tang Yanan;Kong Cunlong;Bu Huilian;Miao Changhong;Huang Wenqi(Department of Painology,First Affiliated Hospital of Zhengzhou University,Zhengzhou City,Henan Province 450052,China;Department of Physics and Electronic Science,Zhengzhou Normal University,Zhengzhou City,Henan Province 450044,China;Department of Anesthesiology,Zhongshan Hospital,Fudan University,Shanghai City 200032,China;Department of Anesthesiology,First Affiliated Hospital of Zhongshan University,Guangzhou City,Guangdong Province 510080,China)

机构地区：[1]郑州大学第一附属医院疼痛科,郑州市450052 [2]郑州师范学院物理与电子工程学院,郑州市450044 [3]复旦大学附属中山医院麻醉科,上海市200032 [4]中山大学第一附属医院麻醉科,广州市510080

出　　处：《中华疼痛学杂志》2023年第2期322-326,共5页Chinese Journal Of Painology

基　　金：国家重点研发计划重点专项(2020YFC2008400);河南省科技攻关计划(国际科技合作领域)项目(182102410014);河南省医学适宜技术推广项目(SYJS2020128)。

摘　　要：目的:探讨以问题为导向的教学法(PBL)在疼痛科实习教学中的应用和效果。方法:选择郑州大学临床医学系2014级在疼痛科实习的五年级学生48人,分批次到疼痛科进行实习。每批次参与实习人数为6人,采用抽签法随机分为PBL组与常规组,每组3人。两组在同一学年进行本研究,PBL组与常规组分别为24人。PBL组采用PBL教学,带教老师负责选取病例与提出问题,学生展开讨论,最后由带教老师进行总结。常规组采用传统的讲授式教学,以多媒体讲课授学为主。通过课堂效果、出科考试成绩和问卷调查3个方面进行教学效果评价。结果:PBL组课堂气氛、学生参与度、学生注意力集中程度均优于常规组,差异均有统计学意义(Z=-2.60,P=0.015;Z=-2.48,P=0.028;Z=-2.52,P=0.021);PBL组学生出科总成绩高于常规组,差异有统计学意义(t=5.78,P<0.001);PBL组激发学习兴趣、加深理论知识理解、提高临床技能掌握能力、培养临床思维能力、提高语言表达能力方面均优于常规组,差异均有统计学意义(Z=-3.19,P=0.001;Z=-2.53,P=0.011;Z=-2.34,P=0.019;Z=-2.42,P=0.015;Z=-2.38,P=0.017)。结论:以问题为导向的教学法可提高疼痛科实习生的教学质量。Objective To explore the application and effect of problem-based learning(PBL)method in the practice teaching in Department of Painology.Methods Forty-eight fifth-year clinical medicine students,6 interns in each batch,interning in the Department of Painology,First Affiliated Hospital of Zhengzhou University,were selected,and were randomly divided into PBL group and conventional group by drawing lots,with 3 interns in each group.This study was conducted in the same school year in both groups,with 24 participants in each group.The interns were received PBL teaching in the PBL group,in which the teacher was responsible for selecting cases and asking questions,then students discussed,and the teacher summarized at the end.While the interns were received traditional method,with multimedia lectures as the main teaching method in the conventional group.The teaching effects were compared according to classroom effects,the results of examination and questionnaires survey.Results Classroom atmosphere,student engagement,student concentration in PBL group were all superior to those in conventional group(Z=-2.60,P=0.015;Z=-2.48,P=0.028;Z=-2.52,P=0.021).The total examination score was higher in the PBL group than that in the conventional group(t=5.78,P<0.001).The questionnaires survey indicated that the students had more advantages in stimulating interest in learning,deepening the understanding of theoretical knowledge,improving clinical skills,clinical thinking ability and improving language expression in the PBL group than those in the conventional group(Z=-3.19,P=0.001;Z=-2.53,P=0.011;Z=-2.34,P=0.019;Z=-2.42,P=0.015;Z=-2.38,P=0.017).Conclusion Problem-based learning method can improve the pain medicine teaching quality for interns in Department of Painology.

关 键 词：教学法 以问题为导向 疼痛学 教育 医学 

分 类 号：G642.44[文化科学—高等教育学] R-4[文化科学—教育学]