标准化病人结合PBL教学模式在泌尿外科临床教学中的应用
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摘要
目的探讨标准化病人结合以问题为基础学习(PBL)教学模式在泌尿外科临床教学中的应用效果。方法选取2015年1月至2016年1月泌尿外科43名临床学生为对照组,采用传统临床教学方式;另选2016年2月至2017年2月泌尿外科43名临床学生为观察组,在对照组基础上行标准化病人结合PBL教学模式。观察两组学生考试成绩、教学质量及教学满意度。结果观察组学生基本理论与临床实践考试成绩均明显高于对照组(P<0.05);观察组学生的学习兴趣激发、思维能力培养、交流沟通能力培养、自学能力培养、解决问题能力培养的评分均明显高于对照组(P<0.05);观察组学生的教学满意度为95.35%,显著高于对照组的81.40%(P<0.05)。结论标准化病人结合PBL教学模式可明显改善泌尿外科临床教学质量,提升学生成绩及综合素质。
Objective To explore the application effect of standardized patients combined with problems based learning(PBL) teaching mode in clinical teaching of urology surgery. Methods Forty-three clinical students in urinary surgery department from January 2015 to January 2016 were selected as control group, which was treated with traditional clinical teaching methods. Forty-three clinical students in urinary surgery department from February 2016 to February 2017 were selected as observation group, which was given standardized patients combined with PBL teaching mode on the basis of the control group. The test scores, teaching quality and teaching satisfaction of the two groups were observed. Results The bisic theory and clinical practice test scores in the observation group were significantly higher than those in the control group(P<0.05). The scores of motivation of learning interest, the training of thinking ability, the training of communication ability,the training of self-study ability and the ability to solve problems in the observation group were significantly higher than those in the control group(P <0.05). The teaching satisfaction rate of the observation group was 95.35%, which was significantly higher than 81.40% of the control group(P <0.05). Conclusion Standardized patients combined with PBL teaching mode can obviously improve the quality of clinical teaching in urology department, improve students' performance and comprehensive quality.
Objective To explore the application effect of standardized patients combined with problems based learning(PBL) teaching mode in clinical teaching of urology surgery. Methods Forty-three clinical students in urinary surgery department from January 2015 to January 2016 were selected as control group, which was treated with traditional clinical teaching methods. Forty-three clinical students in urinary surgery department from February 2016 to February 2017 were selected as observation group, which was given standardized patients combined with PBL teaching mode on the basis of the control group. The test scores, teaching quality and teaching satisfaction of the two groups were observed. Results The bisic theory and clinical practice test scores in the observation group were significantly higher than those in the control group(P<0.05). The scores of motivation of learning interest, the training of thinking ability, the training of communication ability,the training of self-study ability and the ability to solve problems in the observation group were significantly higher than those in the control group(P <0.05). The teaching satisfaction rate of the observation group was 95.35%, which was significantly higher than 81.40% of the control group(P <0.05). Conclusion Standardized patients combined with PBL teaching mode can obviously improve the quality of clinical teaching in urology department, improve students' performance and comprehensive quality.
引文
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[2]李岩,娄宪芝,李岩,等.标准化病人联合PBL教学模式在传染病学临床教学中的应用[J].中国感染控制杂志,2018,17(1):63-66.
[3]张贤生,高晶晶,杨佳佳,等.PBL教学方法在泌尿外科临床教学中的应用[J].安徽医药,2013,17(9):1637-1638.
[4]薛松,魏武,周文泉,等.泌尿外科临床教学面临的问题与对策[J].医学研究生学报,2012,25(8):855-857.
[5]王玮,苏路路,张小东,等.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.
[6]杨波,荆玉明,袁建林,等.模拟标准化病人在泌尿外科临床教学中的应用初探[J].中国中西医结合肾病杂志,2015,16(7):632-634.
[7]唐浩,徐岳,张子健,等.联合教学模式在泌尿外科临床教学中的应用[J].中国病案,2017,18(1):93-95.
[8]沈海波,齐隽.病例导入式PBL在泌尿外科临床实习教学中的应用和评价[J].中华医学教育探索杂志,2013,12(1):83-86.