PBL联合CBL教学法在《物理治疗学》课程实训教学中的应用  

Application of PBL Combined With CBL Teaching Method in the Practical Teaching of Physical Therapy Course

作　　者：徐泽鸿 陈信东 陈燕超 郑梓灌 林涛 XU Zehong;CHEN Xindong;CHEN Yanchao;ZHENG Ziguan;LIN Tao(Department of Rehabilitation Medicine/Department of Traditional Chinese Medicine Orthopedics and Traumatology,the Second Affiliated Hospital of Xiamen Medical College,Xiamen Fujian 361021,China)

机构地区：[1]厦门医学院附属第二医院康复医学科/中医骨伤科,福建厦门361021

出　　处：《中国继续医学教育》2025年第7期74-77,共4页China Continuing Medical Education

基　　金：厦门医学院校级教改项目(XBJG2022022)。

摘　　要：目的探究《物理治疗学》课程实训教学中实施以问题为导向的教学法(problem-based learning,PBL)联合案例教学法(case-based learning,CBL)的应用情况。方法选取2021年2―6月厦门医学院附属第二医院2020级康复治疗学专业2个班级的65名学生作为研究对象。按照班级分组,将1班的34名学生设为对照组,2班的31名学生设为观察组。对照组采用传统授课方式教学,观察组开展PBL联合CBL教学法。比较2组学生的综合成绩及对课程教学的满意度评分。结果观察组学生在团队协作、案例分析及临床技能的成绩均高于对照组[(15.37±2.46)分vs.(10.15±2.51)分,(20.74±3.15)分vs.(17.85±3.01)分,(6.11±0.31)分vs.(3.58±0.34)分],差异有统计学意义(P<0.05)。观察组学生在各个层面的满意度评分均高于对照组,差异有统计学意义(P<0.05)。结论在《物理治疗学》课程的实训教学中,突破以教师为中心的传统教学模式,实施PBL联合CBL教学法,可以提升学生的队协作、案例分析及临床技能成绩,且获得较高的满意度,教学效果显著。Objective To explore the value of application of problem-based learning(PBL)combined with case-based learning(CBL)teaching method in the practical teaching of the Physical Therapy course.Methods From February to June 2021,a total of 65 students from two classes in the Rehabilitation Therapy major of the Second Affiliated Hospital of Xiamen Medical College in 2020 were selected as the research subjects.According to the class grouping,34 students from class 1 were set as the control group and 31 students from class 2 were set as the observation group.The control group used traditional teaching methods,while the observation group used PBL combined with CBL teaching method.The comprehensive scores of students and their satisfaction ratings with course teaching of two groups were compared.Results The scores of students in the observation group in teamwork,case analysis and clinical skills were higher than those in the control group[(15.37±2.46)points vs.(10.15±2.51)points,(20.74±3.15)points vs.(17.85±3.01)points,(6.11±0.31)points vs.(3.58±0.34)points],the differences were statistically significant(P<0.05).The satisfaction scores of the observation group were higher than those of the control group at all levels,and the differences were statistically significant(P<0.05).Conclusion The application of PBL combined with CBL teaching method in the practical teaching of Physical Therapy course breaks through the traditional teacher-centered teaching model,can improve students’team cooperation,case analysis and clinical skills,and obtain a high degree of satisfaction,and the teaching effect is remarkable.

关 键 词：物理治疗学 教学法 案例教学法 以问题为基础的教学法 课程实训 教学改革 

分 类 号：G642[文化科学—高等教育学]