PBL联合EBL教学法在胸外科临床教学中的应用
|
摘要
目的观察以问题教学为基础的教学法(PBL)联合以循证医学为基础(EBL)的教学法在医学生教学中的效果。方法选取102名7年制医学生,分为两组,A组中实施PBL联合EBL的教学方法并与B组的传统教学方法的对比。以授课考核成绩和满意度问卷评价对比结果。结果实施不同的教学方法后,在胸外科教学结束的考核中,A组同学的成绩优于B组的同学,且差异有统计学意义(P<0.05)。在问卷调查中,A组的各个项目的满意人数都要多于B组,且差异均具有统计学意义(P<0.05)。结论 PBL联合EBL教学法能够提高胸外科医学生学习的主动性和积极性,并获得满意的教学效果。
Objective To observe the effect of teaching method based on problem based teaching(PBL) combined with evidence-based medicine(EBL) teaching method in medical students. Methods 102 medical students of 7 year system were selected and divided into two groups. The teaching methods of PBL and EBL in A group were compared with those in B group. The results of teaching evaluation and satisfaction questionnaire were used to evaluate the results. Results After the implementation of different teaching methods, the results of teaching assessment in group A were better than those in group B, and the difference was statistically significant(P<0.05). In the questionnaire survey, the number of satisfied items in the A group was more than that in the B group, and the difference was statistically significant(P<0.05). Conclusion PBL combined with EBL teaching method can improve the initiative and enthusiasm of the medical students in department of thoracic surgery and obtain satisfactory teaching results.
Objective To observe the effect of teaching method based on problem based teaching(PBL) combined with evidence-based medicine(EBL) teaching method in medical students. Methods 102 medical students of 7 year system were selected and divided into two groups. The teaching methods of PBL and EBL in A group were compared with those in B group. The results of teaching evaluation and satisfaction questionnaire were used to evaluate the results. Results After the implementation of different teaching methods, the results of teaching assessment in group A were better than those in group B, and the difference was statistically significant(P<0.05). In the questionnaire survey, the number of satisfied items in the A group was more than that in the B group, and the difference was statistically significant(P<0.05). Conclusion PBL combined with EBL teaching method can improve the initiative and enthusiasm of the medical students in department of thoracic surgery and obtain satisfactory teaching results.
引文
[1]Siegel RL,Miller KD,Jemal A.Cancer Statistics,2017[J].CA Cancer J Clin,2017,67(1):7-30.
[2]王玮,苏路路,张小东.PBL联合EBL教学法在泌尿外科临床教学中的应用[J].中国病案,2015,16(4):80-82.
[3]Chen W,Zheng R,Baade PD,et al.Cancer statistics in China,2015[J].CA Cancer J Clin,2016,66(2):115-132.
[4]Lyberg-Ahlander V,Lundskog M,Hansson K.Experiencing the role of PBL tutor[J].Clin Linguist Phon,2014,28(1-2):36-46.
[5]张东华,高岳,薄红,等.PBL教学法在我国临床教育中的应用及所存在的问题[J].中国高等医学教育,2012,25(1):99-100.
[6]徐然,尚超,石文君,等.LBL与PBL教学模式在胸外科医学教学中的应用效果对比[J].中国继续医学教育,2017,9(7):9-10.
[7]黄志亮,高宇,侯殿臣.以问题为基础的学习模式在胸外科学实习过程中的应用[J].社区医学杂志,2015,13(11):23-25.
[8]Kok R,Hoving JL,Smits PB,et al.A clinically integrated postgraduate training programme in evidence-based medicine versus'no intervention'for improving disability evaluations:a cluster randomised clinical trial[J].PLo S One,2013,8(3):e57256.
[2]王玮,苏路路,张小东.PBL联合EBL教学法在泌尿外科临床教学中的应用[J].中国病案,2015,16(4):80-82.
[3]Chen W,Zheng R,Baade PD,et al.Cancer statistics in China,2015[J].CA Cancer J Clin,2016,66(2):115-132.
[4]Lyberg-Ahlander V,Lundskog M,Hansson K.Experiencing the role of PBL tutor[J].Clin Linguist Phon,2014,28(1-2):36-46.
[5]张东华,高岳,薄红,等.PBL教学法在我国临床教育中的应用及所存在的问题[J].中国高等医学教育,2012,25(1):99-100.
[6]徐然,尚超,石文君,等.LBL与PBL教学模式在胸外科医学教学中的应用效果对比[J].中国继续医学教育,2017,9(7):9-10.
[7]黄志亮,高宇,侯殿臣.以问题为基础的学习模式在胸外科学实习过程中的应用[J].社区医学杂志,2015,13(11):23-25.
[8]Kok R,Hoving JL,Smits PB,et al.A clinically integrated postgraduate training programme in evidence-based medicine versus'no intervention'for improving disability evaluations:a cluster randomised clinical trial[J].PLo S One,2013,8(3):e57256.