PBL结合微信在内科病史采集和体格检查技能培训中的应用
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摘要
目的分析PBL结合微信在内科病史采集和体格检查技能培训中的应用效果。方法选择2015年6月—2018年5月在我院实习的福建中医药大学中医学专业40名学生为研究对象,随机数字表法分成两组,实验组采用PBL结合微信教学方式,对照组采用传统方式教学,对比两组学生在内科病史采集和体格检查技能培训中的教学效果。结果实验组学生内科出科理论成绩,与对照组对比,差异不具有统计学意义(P> 0.05)。实验组学生内科出科技能考试成绩与对照组对比,差异具有统计学意义(P <0.05)。实验组学生对教学的满意度高于对照组(P <0.05),实验组学生OSCE考试中病史采集和体格检查成绩优于对照组,差异具有统计学意义(P <0.05)。结论 PBL教学方法能更好的提高学生在学习过程中的主动性和创造性,提高带教的综合素质和教学质量。
Objective To analyze the application effect of PBL combined with Wechat in medical history collection and physical examination skill training. Methods Forty students majoring in traditional Chinese medicine of Fujian University of Traditional Chinese Medicine who were interned in our hospital from June 2015 to May 2018 were selected as thesubjects. They were divided into two groups by random number table. PBL combined with Wechat was used in the experimental group and traditional teaching was used in the control group. The two groups were compared in medical history acquisition and physical examination skills training. The teaching effect. Results Compared with the control group, there was no significant difference(P > 0.05) in the theoretical scores of medical students in the experimental group. Compared with the control group, there was a significant difference in the test scores of medical science and technology ability between the experimental group and the control group(P < 0.05). The students in the experimental group were more satisfied with teaching than those in the control group(P < 0.05). The students in the experimental group got better results in medical history collection and physical examination in OSCE examination than those in the control group(P < 0.05). Conclusion PBL teaching method can better improve students' initiative and creativity in the learning process, improve the comprehensive quality of teaching and teaching quality.
Objective To analyze the application effect of PBL combined with Wechat in medical history collection and physical examination skill training. Methods Forty students majoring in traditional Chinese medicine of Fujian University of Traditional Chinese Medicine who were interned in our hospital from June 2015 to May 2018 were selected as thesubjects. They were divided into two groups by random number table. PBL combined with Wechat was used in the experimental group and traditional teaching was used in the control group. The two groups were compared in medical history acquisition and physical examination skills training. The teaching effect. Results Compared with the control group, there was no significant difference(P > 0.05) in the theoretical scores of medical students in the experimental group. Compared with the control group, there was a significant difference in the test scores of medical science and technology ability between the experimental group and the control group(P < 0.05). The students in the experimental group were more satisfied with teaching than those in the control group(P < 0.05). The students in the experimental group got better results in medical history collection and physical examination in OSCE examination than those in the control group(P < 0.05). Conclusion PBL teaching method can better improve students' initiative and creativity in the learning process, improve the comprehensive quality of teaching and teaching quality.
引文
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[11]胡燕,王孟清,荀春铮.形成性评价体系在中医儿科学PBL临床实践教学中的应用[J].中医药导报,2016,22(3):123-125.
[12]张颖,任攀,周明学.以问题为基础的教学方法在中医内科学典型病案教学中的应用研究[J].河北中医,2017,39(5):792-796.
[2]黄新,杜娟娇,覃锋,等.PBL教学法在中医外科学实习带教中的应用[J].中国中医药现代远程教育,2017,15(11):1-3.
[3]柴宁,冶玉萍,蒋莹.CBL结合PBL教学模式在培养学生临床思维中的实践[J].新疆医学,2017,47(6):691-692,686.
[4]王亚龙,刘娟妮.PBL教学法在临床医学教学中的应用[J].知识窗,2017(6):79.
[5]张路家,孙茜.临床操作技能教学中PBL的应用价值探析[J].中国继续医学教育,2016,8(13):14-16.
[6]赵迪,谭文华,车建华.PBL教学法在妇科技能操作教学中的应用效果研究[J].卫生职业教育,2018,36(1):89-90.
[7]周海洋,张剑,应俊,等.微信平台辅助PBL教学在结直肠外科临床教学中的实践[J].继续医学教育,2017,31(6):42-44.
[8]童燕娜,肖淑英,段洪连,等.微信结合PBL教学法在神经内科临床教学中的应用[J].卫生职业教育,2017,35(15):110-111.
[9]解立怡,曹罡,赵耀.PBL联合CBL教学模式在住院医师规范化培训中的应用[J].中国病案,2015,16(10):74-76.
[10]方媛.智能模拟人、情景模拟和PBL模式相结合在医学生培训教学中的应用[J].高校学刊,2018(3):101-102,105.
[11]胡燕,王孟清,荀春铮.形成性评价体系在中医儿科学PBL临床实践教学中的应用[J].中医药导报,2016,22(3):123-125.
[12]张颖,任攀,周明学.以问题为基础的教学方法在中医内科学典型病案教学中的应用研究[J].河北中医,2017,39(5):792-796.