PBL教学在胃肠外科实习带教中的效果分析
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摘要
目的探讨PBL教学在胃肠外科临床实习带教中的应用。方法将2017年9月—2018年11月在医院胃肠外科实习的临床医学学生共82名作为研究对象,随机分为试验组和对照组各41名。试验组采用PBL教学方法,对照组采用传统教学方法。结果试验组出科成绩明显高于对照组,差异有统计学意义(P <0.05)。在学生对教学方法的主观评价上,除了在"技能操作是否提高"这一项问题以外,试验组学生在"理论知识是否加深"、"学习兴趣是否提高"、"学习积极性是否增强"、"学习效率是否提高"其余四项问题上持肯定态度的比例明显高于对照组,差异有统计学意义(P <0.05)。结论 PBL教学可以显著提高临床医学实习生的学习成绩和学习主动性。
Objective To evaluate the effect of PBL teaching method for internship in gastrointestinal surgery. Methods 82 clinical medical interns of gastrointestinal surgery from September 2017 to November 2018 as research targets were randomly divided into the experimental group and the control group with 41 students in each group. PBL teaching method was used in the experimental group and traditional teaching method was used in the control group. Results The test scores in the experimental group were significantly higher than those in the control group, the difference was statistically significant(P < 0.05). In the subjective evaluation of the teaching methods, in addition to the question of "whether the skills operation is improved", "whether the theoretical knowledge is deepened","whether the interest in learning is improved", "whether the learning enthusiasm is enhanced" and "whether the learning efficiency is improved",the proportion of affirmative attitudes on the other four issues of the students in the experimental group are significantly higher than that of the control group, and the difference is statistically significant(P < 0.05).Conclusion PBL teaching method can significantly improve the learning performance and initiative of clinical medical interns.
Objective To evaluate the effect of PBL teaching method for internship in gastrointestinal surgery. Methods 82 clinical medical interns of gastrointestinal surgery from September 2017 to November 2018 as research targets were randomly divided into the experimental group and the control group with 41 students in each group. PBL teaching method was used in the experimental group and traditional teaching method was used in the control group. Results The test scores in the experimental group were significantly higher than those in the control group, the difference was statistically significant(P < 0.05). In the subjective evaluation of the teaching methods, in addition to the question of "whether the skills operation is improved", "whether the theoretical knowledge is deepened","whether the interest in learning is improved", "whether the learning enthusiasm is enhanced" and "whether the learning efficiency is improved",the proportion of affirmative attitudes on the other four issues of the students in the experimental group are significantly higher than that of the control group, and the difference is statistically significant(P < 0.05).Conclusion PBL teaching method can significantly improve the learning performance and initiative of clinical medical interns.
引文
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[12]牛坚.PBL+LBL双轨教学法在留学生腹股沟疝实习带教中应用的探索[J].中国继续医学教育,2016,8(8):8-10.
[13]王景,李小梅,谭雄斯.PBL-LBL双轨模式在妇产科教学中的应用[J].中国医药指南,2011,9(22):19-20.
[14]Chen M,Ni C,Hu Y,et al.Meta-analysis on the effectiveness of team-based learning on medical education in China[J].BMC Med Educ,2018,18(1):77.
[15]Wang J,Xu Y,Liu X,et al.Assessing the effectiveness of problembased learning in physical diagnostics education in China:a metaanalysis[J].Sci Rep,2016(6):36279.
[16]于海滨.LBL与PBL结合在传染病临床带教中的应用[J].中国医药导报,2013,10(27):141-142.
[17]王兆芬,杜文琪,李斌,等.LBL与PBL相结合的教学模式在流行病学教学中的应用与评价[J].中国高等医学教育,2014(7):90-91.
[18]董平,张生来,董艳,等.PBL+LBL双轨教学模式在国内临床医学教学中应用效果的Meta分析[J].浙江医学教育,2013(1):1-5.
[19]廖刚.PBL教学模式在胃肠外科临床带教中的应用[J].继续医学教育,2016,30(7):53-54.
[2]李永刚,杜春霞,张恩宇,等.我国高等医学教育中实行PBL教学的探讨[J].中国高等医学教育,2014(7):88-89.
[3]苏德望,王跃生,李英夫,等.PBL教学法在普外科实习带教中的应用[J].黑龙江医药科学,2018,41(5):32-33.
[4]常利普.浅谈PBL教学法在病理教学中的应用[J].现代职业教育,2018(2):158.
[5]林智峰,杨晓萍.浅谈PBL教学法在临床见习中的体会[J].吉林医学,2018,39(12):2399-2400.
[6]Zawawi AH,Elzubeir M.Using DREEM to compare graduating students’perceptions of learning environments at medical schools adopting contrasting educational strategies[J].Med Teach,2012,34(S1):25-31.
[7]Zhao B,Potter DD.Comparison of Lecture-Based Learning vs Discussion-Based Learning in Undergraduate Medical Students[J].JSurg Educ,2016,73(2):250-257.
[8]Joseph N,Rai S,Madi D,et al.Problem-Based Learning as an Effective Learning Tool in Community Medicine:Initiative in a Private Medical College of a Developing Country[J].Indian JCommunity Med,2016,41(2):133-140.
[9]周艳,唐鹏,明佳,等.PBL+LBL教学模式在乳腺外科临床见习中的应用[J].西北医学教育,2012,20(5):1044-1046.
[10]Al-Drees AA,Khalil MS,Irshad M,et al.Students’perception towards the problem based learning tutorial session in a system-based hybrid curriculum[J].Saudi Med J,2015,36(3):341-348.
[11]Lochan YR,Mal PR,Prasad DG,et al.Attitude and perception of undergraduate medical students toward the problem-based learning in Chitwan Medical College,Nepal[J].Adv Med Educ Pract,2018(9):317-322.
[12]牛坚.PBL+LBL双轨教学法在留学生腹股沟疝实习带教中应用的探索[J].中国继续医学教育,2016,8(8):8-10.
[13]王景,李小梅,谭雄斯.PBL-LBL双轨模式在妇产科教学中的应用[J].中国医药指南,2011,9(22):19-20.
[14]Chen M,Ni C,Hu Y,et al.Meta-analysis on the effectiveness of team-based learning on medical education in China[J].BMC Med Educ,2018,18(1):77.
[15]Wang J,Xu Y,Liu X,et al.Assessing the effectiveness of problembased learning in physical diagnostics education in China:a metaanalysis[J].Sci Rep,2016(6):36279.
[16]于海滨.LBL与PBL结合在传染病临床带教中的应用[J].中国医药导报,2013,10(27):141-142.
[17]王兆芬,杜文琪,李斌,等.LBL与PBL相结合的教学模式在流行病学教学中的应用与评价[J].中国高等医学教育,2014(7):90-91.
[18]董平,张生来,董艳,等.PBL+LBL双轨教学模式在国内临床医学教学中应用效果的Meta分析[J].浙江医学教育,2013(1):1-5.
[19]廖刚.PBL教学模式在胃肠外科临床带教中的应用[J].继续医学教育,2016,30(7):53-54.