PBL和CBL教学方法在呼吸危重症教学中的应用
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摘要
目的探讨PBL和CBL教学方法在呼吸危重症教学中的应用效果。方法采用PBL和CBL教学方法对2017年和2018年2批次来我科实习的64名学生进行呼吸危重症教学。根据教学方法的不同将64名学生分为PBL教学方法组和CBL教学方法组,每组32名学生,分别应用PBL和CBL方法进行教学,教学2个月,分别对两组实习学生的临床操作、理论知识和案例分析能力进行评估,同时调查学生对教学的满意度。结果 PBL教学方法组理论基础知识分明显高于CBL教学方法组(91.0±6.0vs86.3±6.3,P<0.05),具有统计学意义;CBL教学方法组的临床技能操作分(80.7±3.4 vs 74.9±3.6,P<0.05)、分析问题能力分(87.7±5.0 vs 81.4±5.2,P<0.05)高于PBL教学方法组,具有统计学意义;学生对PBL和CBL教学方法的满意度分别是96%和98%,无显著性差异(P>0.05)。结论在呼吸危重症教学中,PBL教学方法更适合基础理论部分的教学,而CBL教学方法更适合临床应用部分的教学,两者在教学过程中应结合使用。1
Objective To explore application of PBL and CBL in respiratory critical medicine teaching.Methods The teaching method of PBL and CBL was used to teach the respiratory critical disease to 64 interns in 2017 and 2018.According to the different teaching methods, 64 students were divided into PBL teaching method group(n=32) and CBL teaching method group(n=32). Students were taught with PBL and CBL method,respectively. After 2 months of teaching, students were evaluated for their clinical operation skills, theoretical knowledge, and ability to case study, and their satisfaction for teaching was investigated at the same time. Results The score of theoretical basic knowledge in PBL teaching method group was significantly higher than the CBL teaching method group(91.0±6.0 vs 86.3±6.3, P<0.05). The score of clinical operation skills(80.7±3.4 vs 74.9±3.6, P < 0. 05) and ability to analyze problems(87.7±5.0 vs 81.4±5.2, P < 0. 05)in CBL teaching method group was significantly higher than the PBL teaching method group. The satisfaction for PBL and CBL teaching method were 96%and 98%,respectively.And there was no significant difference between two groups.Conclusions PBL teaching method was more suitable for basic theory and CBL teaching method was more suitable for clinical application in respiratory critical medicine.The two methods should be combined in the teaching process.
Objective To explore application of PBL and CBL in respiratory critical medicine teaching.Methods The teaching method of PBL and CBL was used to teach the respiratory critical disease to 64 interns in 2017 and 2018.According to the different teaching methods, 64 students were divided into PBL teaching method group(n=32) and CBL teaching method group(n=32). Students were taught with PBL and CBL method,respectively. After 2 months of teaching, students were evaluated for their clinical operation skills, theoretical knowledge, and ability to case study, and their satisfaction for teaching was investigated at the same time. Results The score of theoretical basic knowledge in PBL teaching method group was significantly higher than the CBL teaching method group(91.0±6.0 vs 86.3±6.3, P<0.05). The score of clinical operation skills(80.7±3.4 vs 74.9±3.6, P < 0. 05) and ability to analyze problems(87.7±5.0 vs 81.4±5.2, P < 0. 05)in CBL teaching method group was significantly higher than the PBL teaching method group. The satisfaction for PBL and CBL teaching method were 96%and 98%,respectively.And there was no significant difference between two groups.Conclusions PBL teaching method was more suitable for basic theory and CBL teaching method was more suitable for clinical application in respiratory critical medicine.The two methods should be combined in the teaching process.
引文
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[7]Faisal R,Bahadur S,Shinwari L,et al.Problem-based learning in comparison with lecture-based learning among medical students[J].J Pak Med Assoc,2016,66(6):650-656.
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[9]Kong LN,Qin B,Zhou YQ,et al.The effectiveness of problembased learning on development of nursing students'critical thinking:a systematic review and meta-analysis[J].Int J Nurs Stud,2014,51(3):458-462.
[10]赵军,赵海远,赵国海.PBL联合CBL教学法在胃肠外科临床实习教学中的应用研究[J].中华全科医学,2017,15(8):1422-1425.
[11]王爱丽,王金祥,胥振阳.PBL教学和传统教学在呼吸内科临床教学应用的研究[J].医学教育管理,2016,2(增刊2):96-98.
[12]徐思成,王一,谷兴丽.医学模拟教学在呼吸危重症临床实践中的应用[J].医学教育研究与实践,2017,25(3):415-418.
[2]王进有,于德新,谢栋栋,等.PBL与CBL教学法在泌尿外科临床实习教学中的对比研究[J].中国病案,2017,18(2):75-78.
[3]Zhao B,Potter DD.Comparison of Lecture-Based Learning vs Discussion-Based Learning in Undergraduate Medical Students[J].J Surg Educ,2016,73(2):250-259.
[4]张硕非,胡荣党.PBL和CBL教学方法在口腔正畸学中应用的比较[J].高教学刊,2015,15(20):64-66.
[5]Aljarallah B,Hassan MS.Problem based learning(PBL)vs.Case based curriculum in clinical clerkship,Internal Medicine innovated Curriculum,Student prospective[J].Int J Health Sci,2015,9(2):147-152.
[6]陆叶,黄燕,缪莹莹.PBL与CBL相结合的教学方法在甲状腺手术配合教学中的应用[J].解放军医院管理杂志,2016,23(2):168-170.
[7]Faisal R,Bahadur S,Shinwari L,et al.Problem-based learning in comparison with lecture-based learning among medical students[J].J Pak Med Assoc,2016,66(6):650-656.
[8]董佑红.PBL和LBL及CBL交互式综合教学模式在临床肿瘤学教学中的应用[J].湖北文理学院学报,2015,36(11):78-80.
[9]Kong LN,Qin B,Zhou YQ,et al.The effectiveness of problembased learning on development of nursing students'critical thinking:a systematic review and meta-analysis[J].Int J Nurs Stud,2014,51(3):458-462.
[10]赵军,赵海远,赵国海.PBL联合CBL教学法在胃肠外科临床实习教学中的应用研究[J].中华全科医学,2017,15(8):1422-1425.
[11]王爱丽,王金祥,胥振阳.PBL教学和传统教学在呼吸内科临床教学应用的研究[J].医学教育管理,2016,2(增刊2):96-98.
[12]徐思成,王一,谷兴丽.医学模拟教学在呼吸危重症临床实践中的应用[J].医学教育研究与实践,2017,25(3):415-418.