血液病学实习教学采用PBL联合临床路径的教学效果
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摘要
目的探讨血液病学实习教学中采用PBL与临床路径联合的教学方式的临床效果。方法本次实验对象为血液病学实习生60例(在2016年3月1日—2017年6月30日选取),采用计算机分组模式,观察组进行PBL联合临床路径教学,有30例,对照组进行传统教学,有30例。结果观察组实习生对教学方法满意(95.86±2.41)分、分析问题能力(96.34±2.33)分、解决问题能力(97.18±1.84)分、学习积极性(95.38±2.33)分、团结能力(98.11±0.52)分、沟通能力(94.38±1.42)分、综合成绩评分(96.52±1.35)分、理论考试成绩(95.87±2.44)分、实践考试成绩(94.85±2.33)分均高于对照组(P<0.05)。结论 PBL联合临床路径教学用于血液病学实习生中效果显著。
Objective To explore the clinical effect of PBL combined with clinical pathway in practice teaching of hematology. Methods The subjects were 60 hematology interns(selected from March 1, 2016 to June 30, 2017). In the observation group, PBL combined with clinical pathway teaching was carried out in 30 cases. The control group was taught with routine teaching in 30 cases. Results The students in the observation group were satisfied with the teaching method(95.86 ± 2.41), the ability to analyze the problem(96.34 ± 2.33), the ability to solve the problem(97.18 ± 1.84), the learning enthusiasm(95.38 ± 2.33), the unity(98.11 ± 0.52), the communication ability(94.38 ± 1.42), and the comprehensive score(96.52 ± 1.35). Theoretical examination scores(95.87 ± 2.44) and practical examination scores(94.85 ± 2.33), all of them were higher than those of the control group(P < 0.05). Conclusion PBL joint clinical pathway teaching used in haematology interns effect is remarkable.
Objective To explore the clinical effect of PBL combined with clinical pathway in practice teaching of hematology. Methods The subjects were 60 hematology interns(selected from March 1, 2016 to June 30, 2017). In the observation group, PBL combined with clinical pathway teaching was carried out in 30 cases. The control group was taught with routine teaching in 30 cases. Results The students in the observation group were satisfied with the teaching method(95.86 ± 2.41), the ability to analyze the problem(96.34 ± 2.33), the ability to solve the problem(97.18 ± 1.84), the learning enthusiasm(95.38 ± 2.33), the unity(98.11 ± 0.52), the communication ability(94.38 ± 1.42), and the comprehensive score(96.52 ± 1.35). Theoretical examination scores(95.87 ± 2.44) and practical examination scores(94.85 ± 2.33), all of them were higher than those of the control group(P < 0.05). Conclusion PBL joint clinical pathway teaching used in haematology interns effect is remarkable.
引文
[1]王樑,高国栋.PBL教学在神经外科见习实习阶段临床路径教学过程中的应用[J].医学研究杂志,2014,43(6):181-182.
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[9]李惠,张婷婷.临床路径教学法(CPTM)联合其他教学法在内分泌科临床带教中的应用体会[J].中国继续医学教育,2017,9(18):17-19.
[10]王文清,李榕,刘利,等.建立内科学(血液病学)教学评价体系的探讨[J].基础医学教育,2015,17(6):517-519.
[11]赵卫华.提高医学生血液病诊治临床思维能力措施探讨[J].内科,2016,11(3):463-464.
[12]张鹏宇,赵万红,刘捷,等.基于临床路径的案例教学法在血液学临床教学中的评价[J].延安大学学报(医学科学版),2016,14(3):75-78.
[2]孔丽,宋杏花.PBL教学结合临床路径教学法在急诊护理本科实习生带教中的应用[J].护理实践与研究,2017,14(4):103-106.
[3]杨华,沈立云,杜幸军.PBL与临床路径教学模式联合应用于血液病学实习教学中的临床疗效分析[J].中国继续医学教育,2016,8(11):14-16.
[4]宋理,张献玲,刘媛.浅谈临床路径结合PBL教学模式在外科护理带教中的应用效果[J].当代医药论丛,2017,15(6):177-179.
[5]盛汉松,林坚,张弩.PBL教学模式联合临床路径在神经外科见习带教中的应用[J].继续医学教育,2016,30(2):52-54.
[6]陈烨,史琳,李渝.问题链教学法在血液病教学中的应用[J].中国病案,2014,15(12):64-66.
[7]李鸿涛,马静,马斌林.多种教学方法在肿瘤外科临床实习带教中的应用效果分析[J].中国继续医学教育,2016,8(24):19-20.
[8]曾晓聪,文宏,闭奇,等.临床路径结合PBL在心血管内科临床教学实践中的应用研究[J].内科,2017,12(2):271-273.
[9]李惠,张婷婷.临床路径教学法(CPTM)联合其他教学法在内分泌科临床带教中的应用体会[J].中国继续医学教育,2017,9(18):17-19.
[10]王文清,李榕,刘利,等.建立内科学(血液病学)教学评价体系的探讨[J].基础医学教育,2015,17(6):517-519.
[11]赵卫华.提高医学生血液病诊治临床思维能力措施探讨[J].内科,2016,11(3):463-464.
[12]张鹏宇,赵万红,刘捷,等.基于临床路径的案例教学法在血液学临床教学中的评价[J].延安大学学报(医学科学版),2016,14(3):75-78.