PBL教学法在中医院校泌尿外科临床实习中的应用
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摘要
目的分析PBL教学法在中医院校泌尿外科临床实习中的应用效果。方法选取2015年6月—2017年5月在我科实习的2014、2015级专业学位硕士研究生作为研究对象,共64名,随机分为试验组和对照组,每组32名。实验组采用PBL教学方法,而对照组采用传统LBL教学方法。经过4周的实习后,在出科前对学生的理论成绩、临床操作水平、问卷调查进行评分。结果采用PBL教学法的学生理论成绩、临床操作成绩及综合能力等得到显著提升。结论在泌尿外科临床实习中采取PBL教学法,能够显著提升学生的理论水平、临床思维及自我满意度,值得推广。
Objective To analyze the effect of PBL teaching method in clinical practice of urology of universities of traditional Chinese medicine. Methods From June 2015 to May 2017, 64 master degree students of grade 2014 and grade 2015 in our department were selected as research subjects. They were randomly divided into experimental group and control group, with 32 students in each group. The PBL teaching method was used in the experimental group, while the traditional LBL teaching method was used in the control group. After 4 weeks' internship, in terms of former theoretical achievements, on students' clinical skills,questionnaire score was evaluated. Results The students' theoretical achievement, clinical operation performance and comprehensive ability were significantly improved by using PBL teaching method. Conclusion The PBL teaching method in clinical practice in urology can significantly improve the students' theoretical level, clinical thinking and self satisfaction. It is worth popularizing.
Objective To analyze the effect of PBL teaching method in clinical practice of urology of universities of traditional Chinese medicine. Methods From June 2015 to May 2017, 64 master degree students of grade 2014 and grade 2015 in our department were selected as research subjects. They were randomly divided into experimental group and control group, with 32 students in each group. The PBL teaching method was used in the experimental group, while the traditional LBL teaching method was used in the control group. After 4 weeks' internship, in terms of former theoretical achievements, on students' clinical skills,questionnaire score was evaluated. Results The students' theoretical achievement, clinical operation performance and comprehensive ability were significantly improved by using PBL teaching method. Conclusion The PBL teaching method in clinical practice in urology can significantly improve the students' theoretical level, clinical thinking and self satisfaction. It is worth popularizing.
引文
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[5]王桂芝,刘红,王莹,等.我国PBL和LBL教学模式的外科教学效果比较的Meta分析[J].中国循证医学杂志,2013(11):1313-1317.
[2]张荣贵,徐光勇,姜庆,等.基于问题的学习教学法在泌尿外科教学中的应用[J].现代医药卫生,2012,28(12):1903-1904.
[3]姚鲲,何乐业,蒋志强,等.新形势下泌尿外科实习教学模式的改革初探[J].中国西部科技,2013(12):57-58,120.
[4]Barrows HS.A taxonomy of problem-based learning methods[J].Med Educ,1986,20(6):481-486.
[5]王桂芝,刘红,王莹,等.我国PBL和LBL教学模式的外科教学效果比较的Meta分析[J].中国循证医学杂志,2013(11):1313-1317.