PBL教学法联合思维导图在心内科临床实践教学中的应用  

Application of PBL Teaching Method Combined With Mind Mapping in Clinical Practice Teaching of Cardiology

作　　者：贾海燕 马竞 李亚芹[1] 张卫锋 JIA Haiyan;MA Jing;LI Yaqin;ZHANG Weifeng(Department of Cardiovascular,Affiliated Hospital of Hebei University,Baoding Hebei 071000,China)

机构地区：[1]河北大学附属医院心血管内科,河北保定071000

出　　处：《中国继续医学教育》2024年第23期89-94,共6页China Continuing Medical Education

摘　　要：目的探讨在心内科临床实践教学中采用以问题为基础的教学法(problem-based learning,PBL)联合思维导图的教学效果。方法选取2023年2月—2024年1月河北大学附属医院心内科实习的80名实习生为研究对象,按照随机数字表法分为观察组和对照组,各40名,对照组采用传统教学模式,观察组采用PBL教学法联合思维导图教学模式。对比2组学习积极性、考核成绩、带教满意度和实习前后的职业认同感。结果对照组学习积极性为80.00%(32/40),低于观察组的97.50%(39/40),差异有统计学意义(P<0.05);观察组理论知识、操作技能、病例分析、综合素质成绩均高于对照组,差异有统计学意义(P<0.05);对照组带教满意度为82.50%(33/40),低于观察组的97.50%(39/40),差异有统计学意义(P<0.05)。实习后,观察组职业挫折、职业认知评价、职业社交技巧、职业自我反思、职业社会支持评分均高于对照组,差异有统计学意义(P<0.05)。结论在心内科临床实践教学中采用PBL教学法联合思维导图教学的效果更好,不仅可以有效调动实习生的学习积极性,提高考核成绩,还可以提升其带教满意度,增强职业认同感。Objective To explore the teaching effectiveness of problem-based learning(PBL)and mind mapping in clinical practice teaching of cardiology.Methods A total of 80 interns in the department of cardiovascular,Affiliated Hospital of Hebei University were selected as the research objects from February 2023 to January 2024,and they were divided into observation group and control group according to the random number table method,with 40 interns in each group.The control group adopted the traditional teaching mode,while the observation group adopted the PBL teaching method combined with mind mapping teaching mode.The study enthusiasm,assessment results,teaching satisfaction and professional identity before and after internship were compared between the two groups.Results The learning enthusiasm of the control group was 80.00%(32/40),which was lower than 97.50%(39/40)of the observation group,and the difference was statistically significant(P<0.05).The scores of theoretical knowledge,operation skills,case analysis and comprehensive quality in the observation group were higher than those in the control group,and the differences were statistically significant(P<0.05).The teaching satisfaction of the control group was 82.50%(33/40),which was lower than 97.50%(39/40)of the observation group,and the difference was statistically significant(P<0.05).After the internship,the scores of professional frustration,professional cognitive evaluation,professional social skills,professional self-reflection and professional social support in the observation group were higher than those in the control group,and the differences were statistically significant(P<0.05).Conclusion The application of PBL teaching method combined with mind mapping teaching in clinical practice of cardiology has a better effect.It can not only effectively mobilize the learning enthusiasm of interns,improve their assessment scores,but also enhance their satisfaction with teaching,enhance their professional identity.

关 键 词：心内科教学 以问题为基础的教学法 思维导图 学习积极性 职业认同感 带教满意度 综合素质 

分 类 号：G642[文化科学—高等教育学]