PBL和EBM联合教学在留学生急危重症医学教学中的应用
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摘要
目的探讨以问题为基础的教学法和循证医学联合教学在留学生急危重症医学教学中的应用效果。方法以某医学院2014级留学本科生72人为实验组,针对急危重症医学教学内容,实施PBL和EBM联合教学法;以2013级留学本科生72人为对照组。教学结束后,组织两组学生进行基础知识和病例分析类的理论考试以及实践操作,留学生填写评价问卷。结果实验组理论考核成绩为(89.75±12.83)分明显高于对照组学生成绩分(82.23±10.62),差异具有统计学意义(P<0.05)。学生问卷调查结果表明,实验组在临床思维逻辑推理能力、分析和解决问题能力、文献检索能力、证据检索级别提高临床判断的准确性、团队协作精神、当前教学法是否有效方面的认可度均较对照组高(P<0.05)。结论 PBL和EBM联合教学法在留学生急危重症医学教学中取得明显的效果,在具备一定师资力量的教学医院有其开展的必要性。
Objective To explore the effect of problem-based learning(PBL) and evidence-based medicine(EBM) combined teaching in the teaching of critical care medicine for foreign students. Methods 72 undergraduate foreign students of Grade 2014 from a Medical College were selected as the experimental group. The PBL and EBM combined teaching method was applied to the teaching of emergency and critical medicine. 72 students from grade 2013 were selected as control group. After the end of course, two groups of students were organized to take theoretical and operation examination and filled in the evaluation questionnaire. Results The theoretical test scores of the experimental group were significantly higher than those of the control group(89.75±12.83 vs. 82.23±10.62, P<0.05). The difference between the two groups was statistically significant(P<0.05). Questionnaire survey results showed that the clinical thinking logical reasoning ability, analysis and problem-solving ability,literature retrieval ability, evidence retrieval level to improve the accuracy of clinical judgment, teamwork spirit, the effectiveness of the current teaching methods of experimental group were higher than the control group(P<0.05).Conclusions PBL and EBM combined teaching method had achieved obvious effect in the teaching of emergency and critical medicine for foreign students. It was necessary to carry out PBL and EBM combined teaching method in teaching hospitals with good teaching staff.
Objective To explore the effect of problem-based learning(PBL) and evidence-based medicine(EBM) combined teaching in the teaching of critical care medicine for foreign students. Methods 72 undergraduate foreign students of Grade 2014 from a Medical College were selected as the experimental group. The PBL and EBM combined teaching method was applied to the teaching of emergency and critical medicine. 72 students from grade 2013 were selected as control group. After the end of course, two groups of students were organized to take theoretical and operation examination and filled in the evaluation questionnaire. Results The theoretical test scores of the experimental group were significantly higher than those of the control group(89.75±12.83 vs. 82.23±10.62, P<0.05). The difference between the two groups was statistically significant(P<0.05). Questionnaire survey results showed that the clinical thinking logical reasoning ability, analysis and problem-solving ability,literature retrieval ability, evidence retrieval level to improve the accuracy of clinical judgment, teamwork spirit, the effectiveness of the current teaching methods of experimental group were higher than the control group(P<0.05).Conclusions PBL and EBM combined teaching method had achieved obvious effect in the teaching of emergency and critical medicine for foreign students. It was necessary to carry out PBL and EBM combined teaching method in teaching hospitals with good teaching staff.
引文
[1]吴晓燕,任江华,熊世熙.高校医学留学生教学现状与改革探索[J].中国高等医学教育,2014(3):35-36.
[2]王箴,金孝岠,鲁卫华,等.置本科临床医学专业(重症医学方向)的可行性探讨[J].中华医学教育探索杂志,2014,13(7):664-667.
[3]范晶,张苜,林时辉,等.《重症医学》课程建设的思考与探索[J].中华医学教育探索杂志,2018,17(5):488-492.
[4]郑诗航,谭悦,王东旭,等.关于医学留学生教学的现状与思考[J].医学教育研究与实践,2018,26(3):429-432.
[5]谭继翔,张丹,赵林,等.医学专业本科留学生教育限制性因素调查分析及对策建议[J].中华医学教育探索杂志,2016,15(2):205-208.
[6]Hosny Somaya,Ghaly Mona S.Teaching evidence-based medicine using a problem-oriented approach[J].Med Teach,2014,36 Suppl 1(2):S62-68.
[2]王箴,金孝岠,鲁卫华,等.置本科临床医学专业(重症医学方向)的可行性探讨[J].中华医学教育探索杂志,2014,13(7):664-667.
[3]范晶,张苜,林时辉,等.《重症医学》课程建设的思考与探索[J].中华医学教育探索杂志,2018,17(5):488-492.
[4]郑诗航,谭悦,王东旭,等.关于医学留学生教学的现状与思考[J].医学教育研究与实践,2018,26(3):429-432.
[5]谭继翔,张丹,赵林,等.医学专业本科留学生教育限制性因素调查分析及对策建议[J].中华医学教育探索杂志,2016,15(2):205-208.
[6]Hosny Somaya,Ghaly Mona S.Teaching evidence-based medicine using a problem-oriented approach[J].Med Teach,2014,36 Suppl 1(2):S62-68.