基于问题的学习教学模式在“检验分析前质量控制”劳动教育中的实践研究  

Practical study of problem-based learning teaching model in labor education of“quality control before examination and analysis”

作　　者：罗文英 邱丽红 刘慧 戴家泽 Luo Wenying;Qiu Lihong;Liu Hui;Dai Jiaze(Medical Laboratory Center,Affiliated Hospital of Guangdong Medical University,Zhanjiang Guangdong 524001,China)

机构地区：[1]广东医科大学附属医院检验医学中心,广东湛江524001

出　　处：《中华临床实验室管理电子杂志》2024年第4期244-250,共7页Chinese Journal of Clinical Laboratory Management(Electronic Edition)

基　　金：广东省研究生教育创新计划项目(2024ANLK-042);2023年度广东医科大学高等教育教学研究课题(2FY23065)。

摘　　要：目的为了落实立德树人根本任务和加强检验与临床的沟通,探讨基于问题的学习(PBL)教学模式在临床医学、临床护理大学生劳动教育中的应用效果。方法将广东医科大学附属医院检验医学中心接收的来自广东医科大学临床医学、临床护理共456名大学生作为研究对象,学生随机分为PBL组和传统授课(LBL)组,对比PBL组和LBL组的培训效果,通过调查问卷统计学生对PBL教学和LBL教学效果的评价。采用SPSS 25.0统计软件进行t检验和Wilcoxon符号秩检验。结果PBL组学生在培训期间课堂测试成绩(17.62±0.49)分较LBL组(12.86±1.80)分差异有统计学意义(P<0.001),课堂劳动实践评价(47.62±0.49)分较LBL组(43.47±1.09)分差异有统计学意义(P<0.001),课后作业评价(17.36±0.70)分较LBL组(13.75±1.19)分差异有统计学意义(P<0.001),对于“学习检验知识”“提高学习兴趣”“提高学习效率”“提高自学能力”“提高问题解决能力”“提高实践操作能力”“提高理论结合实践能力”和“提高劳动素养”,PBL组学生的评价明显优于LBL组学生的评价(P<0.01),对于“提高临床沟通能力”方面,PBL组学生的评价优于LBL组学生的评价(P<0.05)。结论在临床医学、护理大学生“检验分析前质量控制”劳动教育中应用PBL教学可提升教学效果,提高了临床医护大学生对检验分析前质量控制重要性的认识,加强了未来临床医护人员与检验人员的沟通和理解。Objective To implement the fundamental task of cultivate virtue and cultivate people,strengthen the communication between laboratory and clinical,the paper discusses the application effect of problem-based learning(PBL)teaching method in the labor teaching of clinical medicine and clinical nursing college students.Methods A total of 456 college students of clinical medicine and clinical nursing of Guangdong Medical University,who were admitted to the laboratory medicine center of Affiliated Hospital of Guangdong Medical University,were taken as the research objects.The students were randomly divided into PBL group and traditional lecture-based learning(LBL)group,and the training effects of PBL group and LBL group were compared.Additionally,the students&apos;opinions on the effectiveness of PBL and LBL teaching methods were collected through questionnaires.The t-test was performed using SPSS 25.0 statistical software and the Wilcoxon signed tank test.Results During the training period,the scores of students in the PBL group in class test(17.62±0.49)were significantly different from those in the LBL group(12.86±1.80)(P<0.001).The scores in class labor practice evaluation(47.62±0.49)were significantly different from those in LBL group(43.47±1.09)(P<0.001).The score of homework evaluation(17.36±0.70)was significantly different from that of LBL group(13.75±1.19)(P<0.001),for“improving medical examination knowledge”“improving learning interest”“improving learning efficiency”“improving self-learning ability”“improving problem-solving ability”“improving practical operation ability”“improving the ability to combine theory and practice”and“improving labor education”,the evaluation of the PBL teaching group was significantly better than that of the LBL teaching group(P<0.01),for“improving clinical communication ability”,the evaluation of the PBL teaching group was better than that of the LBL teaching group(P<0.05).Conclusion The application of PBL teaching in the labor education of"

关 键 词：PBL教学 劳动教育 检验分析前质量控制 

分 类 号：G64[文化科学—高等教育学]