PBL联合CBL教学模式在神经外科中的带教效果及对临床思维和知识应用能力的影响研究  

Study on the Teaching Effect of PBL Combined with CBL Teaching Mode in Neurosurgery and Its Influence on Clinical Thinking and Knowledge Application Ability

作　　者：魏海丽 周怡 王旭 WEI Haili;ZHOU Yi;WANG Xu(Department of Neurosurgery,Anqiu People's Hospital,Anqiu 262100,Shandong,China;Department of Infectious Diseases,Weifang People's Hospital,Weifang 261000,Shandong,China)

机构地区：[1]安丘市人民医院神经外科,山东安丘262100 [2]潍坊市人民医院感染性疾病科,山东潍坊261000

出　　处：《中国卫生产业》2024年第22期33-36,共4页China Health Industry

摘　　要：目的探讨以问题为基础的学习(problem-based learning,PBL)联合案例教学法(case-based learning,CBL)教学模式在神经外科中的带教效果及对临床思维和知识应用能力的影响。方法选取2021年1月—2024年6月安丘市人民医院神经外科轮转实习的92名医学生为研究对象,按教学方法不同分为两组,各46名。对照组采用传统方法教学,观察组采用PBL联合CBL教学模式。比较两组出科成绩、临床思维、知识应用能力及教学满意度。结果观察组教学后理论考试为(95.63±3.96)分,临床技能考试中病史采集为(96.11±3.35)分、专科技能为(95.19±3.68)分、体格检查为(96.32±3.37)分及病历书写为(95.98±3.51)分,高于对照组的(92.27±3.25)分、(93.25±3.11)分、(92.63±3.21)分、(93.26±2.96)分、(92.26±3.21)分,差异有统计学意义(t=4.448、4.244、3.556、4.627、5.304,P均<0.05)。观察组教学后解决问题、评判性思维、科研能力、学习积极性、鉴别诊断及临床知识应用能力评分高于对照组,差异有统计学意义(P均<0.05)。观察组教学满意度高于对照组,差异有统计学意义(P均<0.05)。结论PBL联合CBL教学模式用于神经外科中效果良好,能提高实习生出科成绩,有助于提升其临床思维。Objective To explore the teaching effect of problem-based learning(PBL)combined with case-based learning(CBL)teaching mode in neurosurgery and its influence on clinical thinking and knowledge application ability.Methods From January 2021 to June 2024,ninety-two medical students in the rotation practice of neurosurgery in Anqiu People's Hospital were selected as the research objects.They were divided into two groups according to different teaching methods,forty-six in each group.The control group was taught by traditional methods,and the observation group was taught by PBL combined with CBL teaching mode.The scores,clinical thinking,knowledge application ability and teaching satisfaction of the two groups were compared.Results After teaching,the scores of theoretical test,medical history collection score in the clinical skill test,medical record writing,specialist skill,physical examination of the observation group were 95.63±3.96,96.11±3.35,95.19±3.68,96.32±3.37,95.98±3.51,which were higher than 92.27±3.25,93.25±3.11,92.63±3.21,93.26±2.96,92.26±3.21 of the control group,and the differences were statistically significant(t=4.448,4.244,3.556,4.627,5.304,all P<0.05).The scores of problem solving,critical thinking,scientific research ability,learning enthusiasm,differential diagnosis and clinical knowledge application ability in the observation group were higher than those in the control group,and the differences were statistically significant(all P<0.05).The teaching satisfaction of the observation group was higher than that of the control group,and the differences were statistically significant(all P<0.05).Conclusion PBL combined with CBL teaching mode is effective in neurosurgery,which can improve the performance of interns and help to improve their clinical thinking.

关 键 词：以问题为基础的学习 案例教学法 神经外科 带教效果 临床思维 知识应用能力 

分 类 号：R4[医药卫生—临床医学]