不同教学方法在肝胆外科教学中的应用分析
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摘要
目的比较在肝胆外科教学中使用不同教学方法的临床效果。方法本文参考不同教学模式将2018年1—6月到本院实习的60名2013级五年制临床专业实习生,每组收入30名,实验1组行PBL联合CBL教学,实验2组行LBL教学,实验3组行PBL教学,比较三组护生各项能力情况、考核成绩。结果实验1组2013级五年制临床专业实习生各项能力情况(实习生知识理解能力提高、学习兴趣提高、认可该教学方式、思维能力提高)、考核成绩优于实验2组、实验3组,差异具有统计学意义(P <0.05)。结论使用PBL联合CBL教学、LBL教学、PBL教学在肝胆外科教学中均存在一定作用,但PBL联合CBL教学效果更显著。
Objective To compare the clinical effects of different teaching methods in the teaching of hepatobiliary surgery. Methods Referring to different teaching modes, 60 five-year clinical interns of grade 2013 will be interned in our hospital from January to June 2018. Each group earns 30 interns. The experimental group 1 received PBL combined with CBL teaching. The experimental group 2 was taught by LBL. The experimental group 3 was given PBL teaching. The abilities and assessment results of three groups of nursing students were compared. Results The abilities of the five-year clinical interns in grade 2013 in experimental group 1 were better than those in experimental group 2 and experimental group 3, the difference was statistically significant(P < 0.05). Conclusion The use of PBL combined with CBL teaching, LBL teaching, PBL teaching has a certain role in the teaching of hepatobiliary surgery, but the effect of PBL combined with CBL teaching is more significant.
Objective To compare the clinical effects of different teaching methods in the teaching of hepatobiliary surgery. Methods Referring to different teaching modes, 60 five-year clinical interns of grade 2013 will be interned in our hospital from January to June 2018. Each group earns 30 interns. The experimental group 1 received PBL combined with CBL teaching. The experimental group 2 was taught by LBL. The experimental group 3 was given PBL teaching. The abilities and assessment results of three groups of nursing students were compared. Results The abilities of the five-year clinical interns in grade 2013 in experimental group 1 were better than those in experimental group 2 and experimental group 3, the difference was statistically significant(P < 0.05). Conclusion The use of PBL combined with CBL teaching, LBL teaching, PBL teaching has a certain role in the teaching of hepatobiliary surgery, but the effect of PBL combined with CBL teaching is more significant.
引文
[1]杨军.不同教学方法在肝胆外科教学中的应用效果[J].中国社区医师,2017,33(22):165-166.
[2]马军,贺强,吕少诚,等.研讨式教学方法在留学生肝胆外科临床教学中的应用及效果评价[J].中国病案,2017,18(9):86-88.
[3]任芳菲. PBL教学模式联合临床路径在肝胆外科临床教学中的应用[J].中国保健营养,2016,26(11):285.
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[5]孙力波,张海涛,赵晓飞. PBL教学法在肝胆外科临床见习中的应用[J].继续医学教育,2017,31(1):51-53.
[6]李新宇,朱继业,黄磊,等.三维打印技术在肝胆外科学教学中的应用及效果评估[J].中华医学教育杂志,2017,37(5):708-712.
[7]谢晓峰,赵聪,冯煜,等.量化教学模式在外科基本操作技能教学与评估中的应用[J].肝胆胰外科杂志,2016,28(5):386-388.
[8]王力闯.临床路径教学方法在肝胆外科实习教学中的应用及研究[J].卫生职业教育,2017,35(13):92-93.
[9]王平,孙北望,黄娴娴,等. CBL教学法结合PBL教学法在肝胆外科教学中的应用[J].现代生物医学进展,2016,16(18):3578-3580.
[10]张向化,张潇海,严以群. Seminar教学法在肝胆外科研究生教学中的应用[J].中国继续医学教育,2016,8(10):5-6.
[11]王文斌. PBL教学法在普外科临床教学中的应用分析[J].安徽卫生职业技术学院学报,2017, 16(4):120-121.
[12]冯飞灵,程庆宝,尹磊,等.手术录像在胆道外科临床教学中的应用分析[J].当代医学,2016,22(21):163-164.
[2]马军,贺强,吕少诚,等.研讨式教学方法在留学生肝胆外科临床教学中的应用及效果评价[J].中国病案,2017,18(9):86-88.
[3]任芳菲. PBL教学模式联合临床路径在肝胆外科临床教学中的应用[J].中国保健营养,2016,26(11):285.
[4]龙娟,文明,陈信步.体验式教学在肝胆外科临床教学中的应用[J].大家健康(学术版),2016,10(8):284.
[5]孙力波,张海涛,赵晓飞. PBL教学法在肝胆外科临床见习中的应用[J].继续医学教育,2017,31(1):51-53.
[6]李新宇,朱继业,黄磊,等.三维打印技术在肝胆外科学教学中的应用及效果评估[J].中华医学教育杂志,2017,37(5):708-712.
[7]谢晓峰,赵聪,冯煜,等.量化教学模式在外科基本操作技能教学与评估中的应用[J].肝胆胰外科杂志,2016,28(5):386-388.
[8]王力闯.临床路径教学方法在肝胆外科实习教学中的应用及研究[J].卫生职业教育,2017,35(13):92-93.
[9]王平,孙北望,黄娴娴,等. CBL教学法结合PBL教学法在肝胆外科教学中的应用[J].现代生物医学进展,2016,16(18):3578-3580.
[10]张向化,张潇海,严以群. Seminar教学法在肝胆外科研究生教学中的应用[J].中国继续医学教育,2016,8(10):5-6.
[11]王文斌. PBL教学法在普外科临床教学中的应用分析[J].安徽卫生职业技术学院学报,2017, 16(4):120-121.
[12]冯飞灵,程庆宝,尹磊,等.手术录像在胆道外科临床教学中的应用分析[J].当代医学,2016,22(21):163-164.