基于PBL教学法的学员讲课模式在全科住院医师规范化培训中的应用  

Application of Residential Trainees Teaching Mode Based on PBL Teaching Method in Standardized Training of General Practice Residents

作　　者：韦露薇 谢湘涛 WEI Luwei;XIE Xiangtao(Department of Education,Liuzhou Worker's Hospital,Liuzhou Guangxi 545100,China)

机构地区：[1]柳州市工人医院教学部,广西柳州545100

出　　处：《中国继续医学教育》2025年第4期49-53,共5页China Continuing Medical Education

基　　金：广西壮族自治区卫生健康委员会自筹经费科研课题(Z-B20221475)。

摘　　要：目的探讨基于以问题为基础的教学法(problembased learning,PBL)的学员讲课模式在全科住院医师规范化培训中的应用效果。方法选取2021年1月—2023年12月于柳州市工人医院进行全科住院医师规范化培训(简称“住培”)学员60名为研究对象,按随机数字表法分为对照组和研究组各30名,对照组进行传统的讲授式教学法(lecture-based learning,LBL),研究组进行基于PBL教学法的学员讲课模式。教学结束后,比较2组住培学员的考核成绩、学生自我能力评价和主观体验评价。结果研究组住培学员的理论知识[(66.12±13.67)分]、临床技能[(89.38±4.99)分]、体格检查[(86.26±7.28)分]均高于对照组[(53.88±10.77)分、(83.42±8.32)分、(78.94±11.79)分],差异有统计学意义(P<0.05)。在自我能力评价方面,研究组住培学员的自主学习[(9.87±0.51)分]、临床思维[(9.73±0.69)分]、沟通表达[(9.27±1.53)分]、动手操作[(9.40±1.56)分]评分高于对照组[(6.33±1.67)分、(6.40±1.85)分、(6.40±1.61)分、(6.20±1.85)分],差异有统计学意义(P<0.001)。在主观体验方面,研究组学员的学习动力、学习压力、教学满意度的评分均高于对照组,差异有统计学意义(P<0.001)。结论基于PBL教学法的学员讲课模式优于LBL教学法,能提高全科住培学员自主学习积极性,培养学员临床思维,从多方面提高学员的综合素质。Objective To investigate the application effect of problem based learning(PBL)based residential trainees teaching model in the standardized training of general practice residents.Methods A total of 60 students who received standardized training for general practice residents in Liuzhou Worker's Hospital from January 2021 to December 2023 were selected as the study subjects,and were divided into control group and study group with 30 students respectively according to random number table method.The control group was taught with the traditional lecture-based learning(LBL),while the research group was taught with the student teaching mode based on PBL teaching method.After the teaching,the assessment results,self-ability evaluation and subjective experience evaluation of the two groups of students were compared.Results The theoretical knowledge[(66.12±13.67)points],clinical skills[(89.38±4.99)points],and physical examination[(86.26±7.28)points]of the residents in the study group were higher than those in the control group[(53.88±10.77)points,(83.42±8.32)points,(78.94±11.79)points].The differences were statistically significant(P<0.05).In terms of self-assessment,the scores of self-directed learning[(9.87±0.51)points],clinical thinking[(9.73±0.69)points],communication[(9.27±1.53)points],and hands-on skills[(9.40±1.56)points]in the study group were higher than those in the control group[(6.33±1.67)points,(6.40±1.85)points,(6.40±1.61)points,(6.20±1.85)points].The differences were statistically significant(P<0.001).In terms of subjective experience,the scores of learning motivation,learning pressure,and teaching satisfaction in the study group were higher than those in the control group,the differences were statistically significant(P<0.001).Conclusion The PBL based residential trainees teaching model is superior to the LBL teaching method.It can enhance the self-directed learning enthusiasm of general practice residents,cultivate their clinical thinking,and improve their overall quality in multiple aspects

关 键 词：以问题为基础的教学法 学生讲课 住院医师规范化培训 全科医生 教学法应用 教学效果 

分 类 号：G642[文化科学—高等教育学]