PBL教学模式在创伤骨科学临床教学中的应用思考  

Application of PBL Teaching Model in the Clinical Teaching of Traumatic Bone Science

作　　者：王青青 王婷婷 张生丽 王丽平 WANG Qingqing;WANG Tingting;ZHANG Shengli;WANG Liping(Yantai Affiliated Hospital of Binzhou Medical College,Yantai,Shandong Province,264100 China)

机构地区：[1]滨州医学院烟台附属医院,山东烟台264100

出　　处：《中国卫生产业》2023年第5期169-172,共4页China Health Industry

摘　　要：目的探讨问题导向教学法(也称为基于问题的学习)(problem-based learning,PBL)教学模式应用于创伤骨科学临床教学的实施效果。方法选择滨州医学院烟台附属医院创伤骨科PBL应用前(2021年2—12月)和应用后(2022年2—12月)临床带教的48名学生为研究对象,前者为非PBL组,后者为问题式组,各24名。非PBL组根据创伤骨科学临床教学大纲和课程安排等实施常规教学。问题式组在非PBL组基础上联合应用PBL教学模式。在创伤骨科临床学习后,对比两组学生考核结果和满意度情况。结果问题式组创伤骨科学临床带教后基础理论知识(43.43±6.55)分、操作技能(44.36±5.76)分、临床思维能力(18.03±1.73)分、病历书写指标得分(17.86±2.03)分、总分(122.58±13.73)分均显著高于非PBL组的(38.54±8.44)分、(37.68±8.25)分、(14.01±3.31)分、(15.02±4.11)分、(104.52±15.02分),差异有统计学意义(P<0.05);问题式组学生对带教老师的教学满意度总评分为(62.76±10.24)分,显著高于非PBL组的(51.69±8.28)分,差异有统计学意义(P<0.05)。结论创伤骨科学临床教学中合理运用PBL可有效提升学生的理论知识学习效果,并可提高其操作技能,有助于培养学生临床思维和临床实践能力,应用效果较好,且学生对该教学模式满意度较高。Objective To explore the implementation effect of problem-based learning(also known as problem-based learning)teaching mode in clinical teaching of trauma orthopedics.Methods A total of 48 students`were selected as the study subjects,including the non-PBL group and the problem group with 24 students in the pre-application(from February to December 2021)and post-application(from February to December 2022)clinical teaching of PBL in the Department of Trauma and Orthopedics of Yantai Affiliated Hospital of Binzhou Medical College.The non-PBL group implements regular teaching according to the clinical syllabus and curriculum of trauma orthopedics.The problem-based group jointly applies the PBL teaching mode on the basis of the non-PBL group.After the clinical study of trauma orthopedics,the assessment results and satisfaction of the two groups of students were compared.Results The basic theoretical knowledge(43.43±6.55)points,operational skills(44.36±5.76)points,clinical thinking ability(18.03±1.73)points,medical record writing index score(17.86±2.03)points,and total score(122.58±13.73)points in the problem group were significantly higher than those in the non-PBL group(38.54±8.44)points,(37.68±8.25)points,(14.01±3.31)points,(14.01±3.31)points,(15.02±4.11)points,and(104.52±15.02)points,the difference was statistically significant(P<0.05).The total score of students'teaching satisfaction with the teaching teacher in the question-based group was(62.76±10.24)points,which was significantly higher than that of the non-PBL group(51.69±8.28)points,and the difference was statistically significant(P<0.05).Conclusion The rational use of PBL in clinical teaching of trauma orthopedics can effectively improve students'theoretical knowledge learning effect and im‐prove their operational skills,which is conducive to cultivating students'clinical thinking and clinical practice ability,and the application effect is good,and students'satisfaction with this teaching mode is high.

关 键 词：PBL 教学模式 创伤骨科学 临床教学 临床思维 实践技能 

分 类 号：R19[医药卫生—卫生事业管理]