基于情景模拟的基于问题的学习教学法在急性胸痛教学中的应用  

Application of problem-based learning teaching method based on scenario simulation in the teaching of acute chest pain

作　　者：叶宁[1] 刘世洁[1] 庞城锴 康雨苗 余文军 郑宏[1] YE Ning;LIU Shijie;PANG Chengkai;KANG Yumiao;YU Wenjun;ZHENG Hong(Department of Emergency Medicine,Affiliated Hospital of Guilin Medical University,Guangxi,Zhuang Autonomous Region,Guilin 541001,China)

机构地区：[1]桂林医学院附属医院急诊医学科,广西桂林541001

出　　处：《中国当代医药》2024年第17期141-144,共4页China Modern Medicine

基　　金：广西壮族自治区卫生健康委自筹经费科研课题(Z-C20230816);桂林医学院教育教学研究与改革项目(JG202235);广西医疗卫生重点学科项目。

摘　　要：目的探讨情景模拟结合基于问题的学习(PBL)教学法在临床医学本科教学中的应用效果。方法选择2023年3月至9月桂林医学院临床医学专业2020级本科有急诊医学“急性胸痛”课程的288名医学生作为研究对象,随机选取两个班为观察组(145名),另两个班为对照组(143名)。对照组采用传统教学法,观察组采用情景模拟联合PBL教学法。课程结束后采用问卷调查及考试测评的方法比较两种不同教学方法的教学效果。结果观察组学生鉴别诊断、治疗方案、课后小测验考核总分高于对照组,差异有统计学意义(P<0.05)。观察组学习兴趣、知识理解、急诊思维、鉴别判断分数高于对照组,差异有统计学意义(P<0.05);两组学生应急能力分数比较,差异无统计学意义(P>0.05)。在教学评价上,分数最高的是学习兴趣(9.57±0.68)分,其次是急诊思维(9.50±0.69)分。结论基于情景模拟的PBL教学法在急诊医学“急性胸痛”课程中有较好的应用效果,能提高医学生的学生积极性和主动性,有助于急诊临床思维的培养,可在急诊本科教学课程中进行推广应用。Objective To explore the application effect of scenario simulation combined with problem-based learning(PBL)teaching method in clinical medicine undergraduate teaching.Methods A total of 288 medical students of grade 2020 majoring in Clinical medicine in Guilin Medical University who had the course of"acute chest pain"in emergency medicine from March to September 2023 were selected as the study subjects.Two classes were randomly selected as the observation group(145 students)and the other two classes as the control group(143 students).The control group adopted the traditional teaching method.The observation group adopted scenario simulation combined with PBL teaching method.After the course,the teaching effect of the two different teaching methods was compared by means of questionnaire survey and examination.Results The scores of differential diagnosis and treatment method and quiz assessment total score after class in observation group were higher than those in control group,and the differences were statistically significant(P<0.05).The scores of learning interest,knowledge understanding,emergency thinking and differential judgment in observation group were higher than those in control group,and the differences were statistically significant(P<0.05).There was no significant difference in the scores of emergency ability between the two groups(P>0.05).In terms of teaching evaluation,the highest score was learning interest(9.57±0.68)points,followed by emergency thinking(9.50±0.69)points.Conclusion The PBL teaching method based on scenario simulation has good application effect in the course of"acute chest pain"in emergency medicine,which can improve the enthusiasm and initiative of medical students and help to cultivate clinical thinking in emergency.It can be popularized and applied in emergency undergraduate teaching course.

关 键 词：情景模拟 基于问题的学习教学法 急诊医学 急性胸痛 本科课程 

分 类 号：G421[文化科学—课程与教学论]