PBL与LBL相结合教学模式在胸外科八年制教学中的应用
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摘要
目的探讨以PBL与LBL相结合教学法在胸外科八年制教学中的应用价值。方法选择2017年1月-12月某院胸外科八年制见习学员60名为研究对象,将其平均分为试验组和对照组,对照组采用以传统授课为基础的教学法(LBL组),试验组在对照组基础上增加以问题为中心教学法(PBL+LBL组)。教学结束后以专业基础理论考试、胸外科专业技能操作考核、临床思维与诊治、创新能力评分和调查问卷的方式进行评估比较。结果 PBL+LBL组平均成绩88.1±4.2分,LBL组平均成绩81.8±4.3分。与LBL组学员相比较,PBL+LBL组胸外科临床思维与诊治、创新能力测评得分更高。专业技能操作评分PBL+LBL组平均成绩90. 5±3. 8分,亦优于LBL组的85. 9±4. 1分,差异有统计学意义。调查问卷显示与LBL组学员相比较,PBL+LBL组学员对教学满意度高明显提高,差异具有统计学意义。结论与传统LBL教学模式相比较,PBL结合LBL教学方法更能调动胸外科八年制见习学员的学习积极性与主动性,教学满意度更高,值得在相关科室八年制教育中推广应用。
Objective To investigate the application value of PBL and LBL Combined teaching method in eight-year thoracic surgery teaching. Methods 60 eight-year trainees of thoracic surgery department in a hospital from January to December 2017 were selected as research subjects, and they were divided into the experimental group and the control group on average. The control group adopted the traditional lecture-based teaching method(LBL group), and the experimental group added the problem-centered teaching method(PBL+LBL group) on the basis of the control group. After the teaching, the students were evaluated and compared by the methods of professional basic theory examination, professional skill operation examination of thoracic surgery, clinical thinking and diagnosis and treatment, score of innovation ability and questionnaire. Results The average score of PBL combined LBL group was 88. 1 ± 4. 2,and that of LBL group was 81. 8 ± 4. 3. Compared with the LBL group, the PBL combined LBL group scored higher in the evaluation of clinical thinking, diagnosis and treatment, and innovation ability of thoracic surgery. The average score of PBL combined LBL group was 90. 5 ± 3. 8,which was also better than that of LBL group(85. 9 ± 4. 1),and the difference was statistically significant. The questionnaire showed that compared with students in LBL group, students in PBL+LBL group had significantly higher satisfaction with teaching, and the difference was statistically significant. Conclusions Compared with the traditional LBL teaching mode, PBL combined with LBL teaching method could better mobilize the learning enthusiasm and initiative of eight-year trainee students in thoracic surgery, with higher teaching satisfaction, which is worthy of promotion and application in eight-year education of related departments.
Objective To investigate the application value of PBL and LBL Combined teaching method in eight-year thoracic surgery teaching. Methods 60 eight-year trainees of thoracic surgery department in a hospital from January to December 2017 were selected as research subjects, and they were divided into the experimental group and the control group on average. The control group adopted the traditional lecture-based teaching method(LBL group), and the experimental group added the problem-centered teaching method(PBL+LBL group) on the basis of the control group. After the teaching, the students were evaluated and compared by the methods of professional basic theory examination, professional skill operation examination of thoracic surgery, clinical thinking and diagnosis and treatment, score of innovation ability and questionnaire. Results The average score of PBL combined LBL group was 88. 1 ± 4. 2,and that of LBL group was 81. 8 ± 4. 3. Compared with the LBL group, the PBL combined LBL group scored higher in the evaluation of clinical thinking, diagnosis and treatment, and innovation ability of thoracic surgery. The average score of PBL combined LBL group was 90. 5 ± 3. 8,which was also better than that of LBL group(85. 9 ± 4. 1),and the difference was statistically significant. The questionnaire showed that compared with students in LBL group, students in PBL+LBL group had significantly higher satisfaction with teaching, and the difference was statistically significant. Conclusions Compared with the traditional LBL teaching mode, PBL combined with LBL teaching method could better mobilize the learning enthusiasm and initiative of eight-year trainee students in thoracic surgery, with higher teaching satisfaction, which is worthy of promotion and application in eight-year education of related departments.
引文
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[3]包红,徐娜,刘建平,等.运用"PBL+LBL"方式进行医学高等数学教学的实践与体会[J].医学教育探索,2010, 9(8):1065-1067.
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[5]李懿莎,左晓霞,罗卉,等.PBL在八年制医学教育中的教学反馈与问题剖析[J].中华医学教育探索杂志,2011,10(10):1171-1173.
[6]张志军,金国华,吕广明,等.PBL与LBL相结合的教学法在心血管系统解剖教学中的运用[J].中国循证医学杂志,2011, 11(9):1094-1097.
[7]宫亮,杨和平,胡建林.以PBL为基础的情景教学在呼吸科临床见习中的应用[J].现代生物医学进展,2008, 5(8):998-1000.
[8]王恺斌,边藏丽,涂献玉.IPBL设计性实验教学模式的教学效果评价[J].中华医学教育探索杂志,2011,2(10):173-176.
[9]李文春,李静,王配军,等.医学课程PBL教学评价体系的构建与应用[J].中华医学教育探索杂志,2011,2(10):170-172.
[10]万毅,黄立军,王伟峰,等.结合PBL与LBL教学法在医学教育中的应用[J].现代生物医学进展,2012, 8(12):1556-1559.
[11]罗春丽,尹一兵,涂植光,等.实验与临床课程教学中应用PBL的实践[J].中华医学教育探索杂志,2011,6(10):733-735.
[12]陈耿,王槐志,徐土炳,等.PBL与LBL教学法在肝胆外科临床见习教学中的对比研究[J].中华医学教育探索杂志,2011,10(3):317-319.
[13]卢强,李小飞,黄立军,等.PBL与LBL教学法在胸腔外科临床教学中的对比研究[J].现代生物医学进展,2012,12(27):5372-5375.
[2] Tais FG, Marcus TS, Celiane SN, et al. Problem-Based Learning in Pharmaceutical Education:A Systematic Review and Meta-Analysis[J]. Scientific World Journal, 2014, 23(6):1-7.
[3]包红,徐娜,刘建平,等.运用"PBL+LBL"方式进行医学高等数学教学的实践与体会[J].医学教育探索,2010, 9(8):1065-1067.
[4] O'Neill PA. The role of basic sciences in a problem-based learning clinical curriculum[J]. J Med Education, 2000,34(8):608-613.
[5]李懿莎,左晓霞,罗卉,等.PBL在八年制医学教育中的教学反馈与问题剖析[J].中华医学教育探索杂志,2011,10(10):1171-1173.
[6]张志军,金国华,吕广明,等.PBL与LBL相结合的教学法在心血管系统解剖教学中的运用[J].中国循证医学杂志,2011, 11(9):1094-1097.
[7]宫亮,杨和平,胡建林.以PBL为基础的情景教学在呼吸科临床见习中的应用[J].现代生物医学进展,2008, 5(8):998-1000.
[8]王恺斌,边藏丽,涂献玉.IPBL设计性实验教学模式的教学效果评价[J].中华医学教育探索杂志,2011,2(10):173-176.
[9]李文春,李静,王配军,等.医学课程PBL教学评价体系的构建与应用[J].中华医学教育探索杂志,2011,2(10):170-172.
[10]万毅,黄立军,王伟峰,等.结合PBL与LBL教学法在医学教育中的应用[J].现代生物医学进展,2012, 8(12):1556-1559.
[11]罗春丽,尹一兵,涂植光,等.实验与临床课程教学中应用PBL的实践[J].中华医学教育探索杂志,2011,6(10):733-735.
[12]陈耿,王槐志,徐土炳,等.PBL与LBL教学法在肝胆外科临床见习教学中的对比研究[J].中华医学教育探索杂志,2011,10(3):317-319.
[13]卢强,李小飞,黄立军,等.PBL与LBL教学法在胸腔外科临床教学中的对比研究[J].现代生物医学进展,2012,12(27):5372-5375.