基于疑难病例的PBL教学法在儿科消化专科临床思维培养中的应用  

Application of Difficult-Case-Based PBL Teaching Method in Training of Clinical Thinking in Pediatric Gastroenterology Specialty

作　　者：罗优优[1] 洪云霞[2] 周立群 傅琳琛 孙明芳[1] 林海华 楼金玕[1] LUO Youyou;HONG Yunxia;ZHOU Liqun;FU Linchen;SUN Mingfang;LIN Haihua;LOU Jingan(Department of Gastroenterology,Children's Hospital,Zhejiang University School of Medicine/National Clinical Research Center for Child Health,Hangzhou Zhejiang 310052,China;Department of Education,Children’s Hospital,Zhejiang University School of Medicine/National Clinical Research Center for Child Health,Hangzhou Zhejiang 310052,China)

机构地区：[1]浙江大学医学院附属儿童医院/国家儿童健康与疾病临床医学研究中心消化科,浙江杭州310052 [2]浙江大学医学院附属儿童医院/国家儿童健康与疾病临床医学研究中心教育办公室,浙江杭州310052

出　　处：《中国继续医学教育》2024年第23期84-88,共5页China Continuing Medical Education

基　　金：浙江省医药卫生科技计划项目(2024KY1171);浙江大学医学院教育改革项目(jgyb20222039)。

摘　　要：目的探讨基于疑难病例的以问题为基础的教学法(problem-based learning,PBL)在儿科消化专科医师教学临床思维能力培养中的应用效果。方法选择2018年1月—2023年12月在浙江大学医学院附属儿童医院消化科轮转或进修的60名学员作为研究对象,随机将其分为观察组和对照组各30名,观察组给予基于疑难病例的PBL教学法,对照组给予传统的儿科消化专科培训,3个月后进行考核并对学员进行问卷评价对教学效果的满意度,比较2组结果的差异。结果观察组平均总成绩为(85.62±4.43)分,平均理论成绩为(63.49±2.43)分,高于对照组[(79.35±5.01)分、(57.91±3.48)分],差异有统计学意义(P<0.001)。观察组学员对教学效果的满意度为96.66%,高于对照组(73.30%),差异有统计学意义(P<0.05)。结论基于疑难病例的PBL教学法可提高儿科消化专科医师的考核成绩及学员满意度,有利于儿科消化专科医生临床思维的培养。Objective To explore the application effect of difficult-case-based problem-based learning(PBL)in the training of clinical thinking ability of pediatric gastroenterologists.Methods A total of 60 students in the gastroenterology department of Children's Hospital,Zhejiang University School of Medicine from January 2018 to December 2023 were selected as the study objects,and randomly divided into the observation group and the control group,30 students in each group.The observation group were trained with difficult-case-based PBL teaching method,while the control group were trained with traditional teaching.After 3 months,the assessment was carried out and the students'satisfaction with the teaching effect was evaluated by questionnaire,and the difference between the two groups was compared.Results The average total score of the observation group was(85.62±4.43)points,and the average theoretical score was(63.49±2.43)points,which was higher than the average score of the control group[(79.35±5.01)points and(57.91±3.48)points],respectively,and the differences were statistically significant(P<0.001).The satisfaction of students in the observation group was 96.66%,higher than that in the control group(73.30%),and the difference was statistically significant(P<0.05).Conclusion Difficultcase-based PBL teaching method can improve final score and satisfaction degrees for gastrointestinal pediatricians,which helps training skills of clinical thinking in pediatric gastroenterologists.

关 键 词：疑难病例 PBL教学法 临床思维 儿科医师 消化内科 满意度 

分 类 号：G726[文化科学—成人教育学]