PBL联合LBL在血管外科临床见习教学中的价值分析
|
摘要
目的探讨基于问题的教学(problem-based learning,PBL)结合以授课为基础的教学(lecture-based learning,LBL)在血管外科见习教学中的应用效果。方法将2013年-2017年在北京朝阳医院血管外科见习的首都医科大学学生共110名分为两组,每组各55人,实验组采取PBL联合LBL的教学模式,对照组采取传统的LBL教学模式,对教学的效果进行客观和主观评价。结果实验组专业理论知识成绩与临床操作技能成绩明显优于对照组,差异具有统计学意义(P <0.05)。学习效果满意度的调查问卷的结果实验组满意度均高于对照组,两组之间的差异有统计学意义(P<0.05)。结论在血管外科临床见习中采取PBL和LBL结合的教学模式能有效提高学生的专业理论知识成绩、临床操作技能成绩以及学生的学习满意度,有效提升了教学水平。
Objective To study and analyze the effect of problem-based learning(PBL) and lecture-based learning(LBL)in clinical practice teaching of vascular surgery. Methods From 2013 to 2017, PBL+LBL teaching mode was applied in vascular surgery clinical practice teaching for the experimental group of 55 students of Capital Medical University, and traditional LBL teaching was applied to the control group of another 55 students. Professional theory knowledge, clinical skills and questionnaires of two groups were analyzed. Results Professional theory knowledge, clinical skills and questionnaire showed that the scores in PBL+LBL group were significantly higher than those in the LBL group. Conclusion PBL+LBL is superior to LBL in vascular surgery clinical practice teaching.
Objective To study and analyze the effect of problem-based learning(PBL) and lecture-based learning(LBL)in clinical practice teaching of vascular surgery. Methods From 2013 to 2017, PBL+LBL teaching mode was applied in vascular surgery clinical practice teaching for the experimental group of 55 students of Capital Medical University, and traditional LBL teaching was applied to the control group of another 55 students. Professional theory knowledge, clinical skills and questionnaires of two groups were analyzed. Results Professional theory knowledge, clinical skills and questionnaire showed that the scores in PBL+LBL group were significantly higher than those in the LBL group. Conclusion PBL+LBL is superior to LBL in vascular surgery clinical practice teaching.
引文
[1]尹清.PBL+CBL双轨教学模式在康复医学教学中的应用[J].西北医学教育,2014,22(3):577-580.
[2]马明翠,韩秉锡.评价PBL与LBL结合在血管外科临床见习教学中的作用[J].临床医药文献电子杂志,2016,3(1):177-178.
[3]廖传军,张望德.血管外科教学的探索与思考[J].西北医学教育,2014,22(5):1005-1007.
[4]武欣,张海军,李学峰,等.PBL与LBL结合在血管外科临床见习教学中的应用[J].现代生物医学进展。2014,14(26):5167-5169.
[5]郭丹,黄家讳,孙治君,等.PBL在外科临床教学中应用效果的Meta分析[J].中华医学教育探索杂志,2012,11(1):62-66.
[6]林树森,杨钰杰,李喜春,等.血管外科见习中应用PBL结合CBL多媒体教学的研究探讨[J].中国卫生产业,2016,13(12):129-131.
[7]张望德,宋盛晗,张杨,等.PBL教学法在血管外科见习带教中的应用[J].中国医药导刊,2015,17(7):752-753.
[8]廖传军,张望德.下肢动脉硬化闭塞症误诊为腰椎盘突出症25例原因分析[J].临床误诊误治,2014,27(3):60-62.
[2]马明翠,韩秉锡.评价PBL与LBL结合在血管外科临床见习教学中的作用[J].临床医药文献电子杂志,2016,3(1):177-178.
[3]廖传军,张望德.血管外科教学的探索与思考[J].西北医学教育,2014,22(5):1005-1007.
[4]武欣,张海军,李学峰,等.PBL与LBL结合在血管外科临床见习教学中的应用[J].现代生物医学进展。2014,14(26):5167-5169.
[5]郭丹,黄家讳,孙治君,等.PBL在外科临床教学中应用效果的Meta分析[J].中华医学教育探索杂志,2012,11(1):62-66.
[6]林树森,杨钰杰,李喜春,等.血管外科见习中应用PBL结合CBL多媒体教学的研究探讨[J].中国卫生产业,2016,13(12):129-131.
[7]张望德,宋盛晗,张杨,等.PBL教学法在血管外科见习带教中的应用[J].中国医药导刊,2015,17(7):752-753.
[8]廖传军,张望德.下肢动脉硬化闭塞症误诊为腰椎盘突出症25例原因分析[J].临床误诊误治,2014,27(3):60-62.