PBL联合EBL综合教学法在五年制麻醉临床教学中的应用探讨
|
摘要
目的探讨以问题教学为导向的教学法(PBL)联合以循证医学为基础(EBL)的教学法在麻醉临床教学中的应用。方法选取临床五年制麻醉科实习的60名医学生,随机分为观察组(30人)和对照组(30人),观察组应用PBL联合EBL教学法,对照组应用传统教学方法,对比两组学生知识技能考核与问卷调查。结果观察组学生理论知识、实践技能的考核成绩优于对照组,观察组问卷调查的满意程度高于对照组,差异均具有统计学意义(P<0.05)。结论在五年制麻醉临床教学中,应用PBL联合CBL教学法有助于提高学生的学习兴趣和自主学习的能力,锻炼临床思维。
Objective To explore the application of problem-based teaching method(PBL) combined with evidence-based medicine(EBL) in fiveyear system clinical teaching of anesthesia. Methods 60 five-year system medical students attending clinical practice of anesthesia, were randomly divided into observation group(n=30) and control group(n=30).The observation group adopted PBL combined with EBL method, and the control group adopted the traditional teaching method. The teaching effects were compared by test and questionnaires. Results The scores of theoretical knowledge and practical skills of the observation group were significantly better than those of the control group, and the satisfaction degree of the questionnaire in the observation group was significantly higher than that in the control group, the difference was statistically significant(P < 0.05). Conclusion The application of PBL combined with CBL method improved the students' interest in learning, self-learning ability and clinical thinking.
Objective To explore the application of problem-based teaching method(PBL) combined with evidence-based medicine(EBL) in fiveyear system clinical teaching of anesthesia. Methods 60 five-year system medical students attending clinical practice of anesthesia, were randomly divided into observation group(n=30) and control group(n=30).The observation group adopted PBL combined with EBL method, and the control group adopted the traditional teaching method. The teaching effects were compared by test and questionnaires. Results The scores of theoretical knowledge and practical skills of the observation group were significantly better than those of the control group, and the satisfaction degree of the questionnaire in the observation group was significantly higher than that in the control group, the difference was statistically significant(P < 0.05). Conclusion The application of PBL combined with CBL method improved the students' interest in learning, self-learning ability and clinical thinking.
引文
[1]杨堃,黄昌祺.病例分析教学法在临床麻醉教学中的应用[J].西北医学教育,2014,22(2):401-402.
[2]薛景景,吴平,罗艳,等.浅谈以问题为基础学习在临床麻醉教学中的应用[J].国际麻醉学与复苏杂志,2016,37(10):957-960.
[3]席焱海,叶晓健,何海龙.体验式教学结合PBL教学法在骨科实习中的应用[J].基础医学教育,2014,16(2):125-127.
[4]Siegel RL,Miller KD,Jemal A.Cancer Statistics,2017[J].CACancer J Clin,2017,67(1):7-30.
[5]李晓倩,张再莉.翻转课堂联合微课在麻醉技能教学中的应用效果分析[J].中国继续医学教育,2017,9(8):39-41.
[6]赵威,李俊杰,尹文.EBL联合PBL综合教学法在急诊医学临床教学中的应用[J].国际外科学杂志,2014,41(1):9-13.
[7]田悦,赵晓春,马晨光,等.探讨麻醉教学中使用PBL教学的价值[J].中国继续医学教育,2016,8(1):29-31.
[8]田悦,赵晓春,马晨光,等.PBL教学法联合微课在麻醉留学生教学中的应用探讨[J].中国继续医学教育,2016,8(3):16-18.
[9]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.
[10]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.
[2]薛景景,吴平,罗艳,等.浅谈以问题为基础学习在临床麻醉教学中的应用[J].国际麻醉学与复苏杂志,2016,37(10):957-960.
[3]席焱海,叶晓健,何海龙.体验式教学结合PBL教学法在骨科实习中的应用[J].基础医学教育,2014,16(2):125-127.
[4]Siegel RL,Miller KD,Jemal A.Cancer Statistics,2017[J].CACancer J Clin,2017,67(1):7-30.
[5]李晓倩,张再莉.翻转课堂联合微课在麻醉技能教学中的应用效果分析[J].中国继续医学教育,2017,9(8):39-41.
[6]赵威,李俊杰,尹文.EBL联合PBL综合教学法在急诊医学临床教学中的应用[J].国际外科学杂志,2014,41(1):9-13.
[7]田悦,赵晓春,马晨光,等.探讨麻醉教学中使用PBL教学的价值[J].中国继续医学教育,2016,8(1):29-31.
[8]田悦,赵晓春,马晨光,等.PBL教学法联合微课在麻醉留学生教学中的应用探讨[J].中国继续医学教育,2016,8(3):16-18.
[9]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.
[10]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.