PBL教学法在临床病理科教学中的效果评价研究  

Evaluation of PBL teaching method in clinical pathology teaching

作　　者：范晓杰[1] 邓会岩 丁妍[1] 刘月平[1] Fan Xiaojie;Deng Huiyan;Ding Yan;Liu Yueping(Department of Pathology,the Fourth Hospital of Hebei Medical University,Shijiazhuang 050000,Hebei,China)

机构地区：[1]河北医科大学第四医院病理科,河北石家庄050000

出　　处：《中国毕业后医学教育》2025年第1期46-49,共4页Chinese Journal of Graduate Medical Education

基　　金：河北省教育厅2021-2022年度高等教育教学改革研究与实践项目(2021GJJG154)。

摘　　要：目的比较基于问题的教学模式(problem-based learning,PBL)与传统教学模式(lecturebased learning,LBL)在临床病理科教学中的效果差异。方法选取2020年1月至2021年12月在河北医科大学第四医院病理科专业基地进行住院医师规范化培训的住院医师50名作为研究对象,使用抽签法将其随机分为观察组和对照组,每组25人。观察组采用PBL教学法进行授课,对照组采用LBL教学法授课。对两组住院医师的理论知识及实践运用能力进行评价。结果理论考试结果显示,对照组培训前理论成绩(83.68±4.01)分,培训后(85.44±3.15)分,培训前后的理论成绩比较,差异无统计学意义(P>0.05);观察组培训前理论成绩(81.84±2.63)分,培训后(87.56±1.26)分,二者差异具有统计学意义(P<0.05);对比培训后对照组与观察组阅片成绩,差异有统计学意义(P<0.05)。教学效果方面,如自主学习能力,科研思维能力,自主阅读文献能力,观察组优于对照组,差异具有统计学意义(P<0.05);在授课内容满意度方面,观察组高于对照组,差异具有统计学意义(P<0.05)。结论在临床病理的教学中运用PBL教学法,可以有效提高临床病理科教学综合效果,有利于临床病理专业住院医师对理论知识的掌握,增强理论知识在实践阅片中的运用,以及相应的科研能力的转化,推进病理教学的进步。Objective To compare the effects between problem-based learning(PBL)teaching mode and traditional lecture-based learning(LBL)teaching mode in clinical pathology teaching.Methods 50 residency physicians who received standardized training for residents in the Department of Pathology in the Fourth Hospital of Hebei Medical University from January 2020 to December 2021 were selected as the subjects.They were divided into control group and experimental group by random drawing,with 25 residency physicians in each group.The control group was taught according to LBL teaching method,and the experimental group was taught with PBL teaching method.The theoretical knowledge mastery and practical application ability of the two groups of residency physicians were evaluated.Results The theoretical test results showed that although the theoretical average score of the control group increased from(83.68±4.01)before training to(85.44±3.15)after training,the difference was not statistically significant(P>0.05).The theoretical average score of the experimental group increased singificantly from(81.84±2.63)before training to(87.56±1.26)after training,and the difference was statistically significant(P<0.05).After training,the average scores of film reading of the control group and the experimental group were compared,and the difference was statistically significant(P<0.05).In terms of application ability of theoretical knowledge,the experimental group was significantly better than the control group(P<0.05)in clinical scientific research thinking ability,independent learning ability,and literature reading ability.In terms of satisfaction with teachers'teaching content,the experimental group was significantly higher than the control group,and the difference was statistically significant(P<0.05).Conclusion The application of PBL method in the teaching of clinical pathology can effectively improve the comprehensive effect of pathology teaching,which is conducive to the grasp of theoretical knowledge,the enhancment of the application of

关 键 词：PBL教学法 LBL教学法 临床病理学 教学效果 

分 类 号：G40-034[文化科学—教育学原理] R36[文化科学—教育学]