PBL联合思维引导式教学法在心胸外科临床带教中的应用  

The Application of PBL and Thought-provoking Teaching Method in the Clinical Education of Cardio-thoracic Surgery

作　　者：尹来波[1] 王敬灵 李智伟 范继坤 侯量 李家乐 何薇 王萍[1] 王蕾[1] 刘莉[1] YIN Lai-bo;WANG Jing-ling;LI Zhi-wei;FAN Ji-kun;HOU Liang;LI Jia-le;HE Wei;WANG Ping;WANG Lei;LIU Li(Department of cardiothoracic surgery,the First Affiliated Hospital of Shihezi University,Xinjiang Shihezi,832008;The Second Department of Traditional Chinese Medicine,the First Affiliated Hospital of Shihezi University,Xinjiang Shihezi,832008)

机构地区：[1]石河子大学第一附属医院心胸外科,新疆石河子832008 [2]石河子大学第一附属医院中医二科,新疆石河子832008

出　　处：《农垦医学》2023年第6期565-568,共4页Journal of Nongken Medicine

基　　金：石河子大学校级自主资助支持科研项目(ZZZC201951A)。

摘　　要：目的:研究以问题为导向的教学法(PBL)+思维引导式教学法用于心胸外科临床带教中的价值。方法:选择我院心胸外科2022年2月-2023年6月接受PBL+思维引导式教学法的实习生40名作为研究组,另选择2020年1月-2022年1月接受常规教学的实习生40名作为对照组,比较两组带教结果。结果:入科时,各组考试成绩均无差别(P>0.05),带教后研究组理论知识、专业技能分数均高于对照组(P<0.05);入科时,各组自我导向学习能力均无差别(P>0.05),带教后研究组学习行为、人际关系技能、学习意识、学习策略、学习评价评分均较对照组高(P<0.05);入科时,各组综合能力均无差别(P>0.05),带教后研究组交流能力、思维能力、自学能力、合作能力评分均较对照组高(P<0.05);研究组满意度90.00%,高于对照组满意度(72.50%)(P<0.05)。结论:PBL+思维引导式教学法效果相显著,可有效提高实习生的成绩,并锻炼其自我导向学习能力、思维能力、自学能力等,使实习生的满意度升高,值得推广。Objective:To study the applied value of problem-based learning(PBL)and thought-provoking teaching method in the clinical education of cardio-thoracic surgery.Methods:In our cardio-thoracic surgery department,40 interns of receiving the PBL and thought-provoking teaching method(2022.2-2023.6)were set as research group;40 interns of receiving the conventional learning(2020.1-2022.1)were set as control group.The learning effects were discussed.Results:Upon entry,the examination performances between groups were not significantly different(P>0.05);After education,the intern's theoretical knowledge and practical skill scores in the research group were significantly higher than control group(P<0.05);Upon entry,the self-directed learning ability between groups was not significantly different(P>0.05);After education,the learning behavior,interpersonal relationship,learning consciousness,learning strategy and learning evaluation scores in the research group were significantly higher than control group(P<0.05);Upon entry,the comprehensive ability between groups was not significantly different(P>0.05);After education,the communication skill,thinking ability,self-study ability and cooperative ability scores in the research group were significantly higher than control group(P<0.05);The learning satisfaction in the research group(90.00%)was significantly higher than control group(72.50%)(P<0.05).Conclusion:PBL and thought-provoking teaching method can effectively improve the clinical intern's examination performance,self-directed learning ability,thinking ability,self-study ability and learning satisfaction.

关 键 词：心胸外科 以问题为导向的教学法 思维引导式教学法 

分 类 号：G642.44[文化科学—高等教育学] R47-4[文化科学—教育学]