PBL联合CBL教学法在诊断学见习教学中的应用  

Application of PBL Combined With CBL Teaching Method in Diagnostic Physical Examination

作　　者：李博文[1,2] 张喆 陈洛 舒娟 刘敏 王军[1,3] 包海荣 任茜[1,3] LI Bowen;ZHANG Zhe;CHEN Luo;SHU Juan;LIU Min;WANG Jun;BAO Hairong;REN Qian(The First School of Clinical Medicine,Lanzhou University,Lanzhou Gansu 730000,China;Department of Pediatric the First Hospital of Lanzhou University,Lanzhou Gansu 730000,China;Department of Gastroenterology,the First Hospital of Lanzhou University,Lanzhou Gansu 730000,China)

机构地区：[1]兰州大学第一临床医学院,甘肃兰州730000 [2]兰州大学第一医院儿科,甘肃兰州730000 [3]兰州大学第一医院消化科,甘肃兰州730000

出　　处：《中国继续医学教育》2025年第3期62-66,共5页China Continuing Medical Education

基　　金：兰州大学医学教育创新发展项目(lzuyxcx-2022-50);兰州大学第一医院/第一临床医学院2023年度教育教学改革研究项目(20231108)。

摘　　要：目的研究以问题为基础的教学法(problem-based learning,PBL)联合案例教学法(case-based learning,CBL)在诊断学见习教学中的教学效果。方法选取2023年8月—2024年3月兰州大学2021级临床医学专业的201名本科生作为研究对象,根据随机抽样原则,以班级为单位,分为观察组(n=101)和对照组(n=100)。观察组采用PBL联合CBL教学法,对照组沿用传统教学模式。分析不同教学方法对学生理论成绩、实践成绩、教学成效和教学满意程度的影响。结果观察组的理论成绩[(87.36±1.40)分]和实践成绩[(92.22±5.36)分]均高于对照组[(86.82±1.94)分,(90.52±6.36)分],差异有统计学意义(P<0.05)。观察组对提高学习积极性、强化理论与实践结合、提升问诊资料分析能力、营造问诊和查体的学习氛围、深化理解记忆理论知识、增强体格检查能力、促进团队协作能力、强化临床思维培养和教学满意度的评分均高于对照组,差异有统计学意义(P<0.05)。结论在诊断学见习教学中采用PBL联合CBL教学法,可以提高学生的学习积极性,有助于提升自主学习能力,使学生对理论知识的掌握程度及实践技能水平得到提升,且教学满意度较好。Objective To examine the teaching effectiveness of problem-based learning(PBL)combined with case-based learning(CBL)in diagnostics probation teaching.Methods A total of 201 undergraduate students majoring in clinical medicine of grade 2021 in Lanzhou University from August 2023 to March 2024 were selected as the research objects.Based on the principle of random sampling and class as a unit,the research objects were divided into observation group(n=101)and control group(n=100).The observation group implemented the PBL combined with CBL teaching method,while the control group continued with the traditional teaching model.To analyzes the influence of different teaching methods on students’theoretical assessments scores,practical assessments scores,teaching effectiveness and teaching satisfaction.Results The scores of theoretical assessments and practical assessments of observation group were(87.36±1.40)points and(92.22±5.36)points,were higher than those of the control group[(86.82±1.94)points,(90.52±6.36)points],and the differences were statistically significant(P<0.05).The scores of the observation group on improving learning enthusiasm,strengthening the combination of theory and practice,improving the analysis ability of consultation data,creating the learning atmosphere of consultation and physical examination,deepening the understanding and memory of theoretical knowledge,enhancing the ability of physical examination,promoting the ability of teamwork,strengthening the cultivation of clinical thinking and teaching satisfaction were all higher than those of the control group,and the differences were statistically significant(P<0.05).Conclusion The application of PBL combined with CBL teaching method in the diagnosis probation teaching can improve students’learning enthusiasm,can help to improve their independent learning ability,improve students’mastery of theoretical knowledge and practical skills,with a good teaching satisfaction.

关 键 词：以问题为基础的教学法 案例教学法 见习教学 诊断学 体格检查 教学效果 

分 类 号：G642[文化科学—高等教育学]