PBL教学方法的实施在耳鼻咽喉科学教学中的应用价值分析
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摘要
目的探讨PBL教学方法的实施在耳鼻咽喉科学教学中的应用价值分析。方法选择2014级在本院定向实习的80例全日制本科医学生作为研究对象,按照随机数字表法将其分为对照组和观察组,每组各40名学生。观察组学生采用PBL教学方法进行教学;对照组学生采用LBL教学方法进行教学。比较两组学生的考试成绩和诊疗患者的成功率。结果观察组(PBL)学生理论考试成绩为91.87±4.12,操作成绩为90.47±3.43;对照组(LBL)学生理论成绩85.24±4.85,操作成绩80.89±4.21;观察组学生理论考试成绩和操作成绩均明显优于对照组(P<0.05)。观察组学生诊治患者的成功率为100.00%,明显高于对照组87.50%(P<0.05)。结论 PBL教学方法在耳鼻咽喉科学的教学中能够有效提高学生的成绩,发挥更好的教学效果,是一种值得推广的教育方法。
Objective This study aimed to explore the application value of PBL teaching method in otolaryngology teaching. Method A total of 80 full-time undergraduate medical students are accepted in 2014 with orientation internship in our hospital were selected for research. 80 students were divided into control group and observation group according to random number table method, 40 students in each group. The observation group was taught by PBL teaching method; the control group was taught by LBL teaching method. The test scores of students between two groups and the success rate in the treatment of patients were compared. Results The theoretical score of the observation group(PBL) was 91.87±4.12, the operational result was 90.47±3.43; the theoretical score of the control group(LBL) was 85.24±4.85, and the operational result was 80.89±4.21. The observation group was superior to the control group(P<0.05). The success rate of the observation group in the treatment of patients was 100.00%,which was higher than that of the control group(87.50%)(P<0.05). Conclusion The PBL teaching method can effectively improve students' performance and show a better teaching effect in the teaching of otolaryngology. It is an educational method that is worthy of promotion.
Objective This study aimed to explore the application value of PBL teaching method in otolaryngology teaching. Method A total of 80 full-time undergraduate medical students are accepted in 2014 with orientation internship in our hospital were selected for research. 80 students were divided into control group and observation group according to random number table method, 40 students in each group. The observation group was taught by PBL teaching method; the control group was taught by LBL teaching method. The test scores of students between two groups and the success rate in the treatment of patients were compared. Results The theoretical score of the observation group(PBL) was 91.87±4.12, the operational result was 90.47±3.43; the theoretical score of the control group(LBL) was 85.24±4.85, and the operational result was 80.89±4.21. The observation group was superior to the control group(P<0.05). The success rate of the observation group in the treatment of patients was 100.00%,which was higher than that of the control group(87.50%)(P<0.05). Conclusion The PBL teaching method can effectively improve students' performance and show a better teaching effect in the teaching of otolaryngology. It is an educational method that is worthy of promotion.
引文
[1] 熊永江,张翾,刘家骥,等.PBL教学法在泌尿外科临床教学中的应用[J].长江丛刊,2017,12(23):213-213.
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[3] 张春艳,刘羽飞,高秀丽,等.PBL教学方法在儿科课间教学中的应用及评价[J].中国高等医学教育,2017,10(11):120-121.
[4] 王浩,刘东远,胡艳龙.加强医学人文教育在神经外科住院医师规范化培训中的意义[J].继续医学教育,2018,32(6):84-86.
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[6] 徐文娟,杨毅,王醊恩,等.基于PBL的温病学系统案例教学应用效果评价[J].中国中医药现代远程教育,2017,15(13):16-18.
[7] 罗黎力,杨晓燕,高晓琳,等.基于问题的学习方法(PBL)在高等医学教育中的应用[J].教育教学论坛,2017,16(15):170-171.
[8] 李健,叶琦.利用PBL教学模式提高学生核心素养初探——以“藻类、苔藓和蕨类植物”教学设计为例[J].凯里学院学报,2017,35(35):166.
[2] 叶桃春,卿立金,张丹,等.PBL教学法在心血管临床实习带教中的体会[J].中医药管理杂志,2017,9(13):117-119.
[3] 张春艳,刘羽飞,高秀丽,等.PBL教学方法在儿科课间教学中的应用及评价[J].中国高等医学教育,2017,10(11):120-121.
[4] 王浩,刘东远,胡艳龙.加强医学人文教育在神经外科住院医师规范化培训中的意义[J].继续医学教育,2018,32(6):84-86.
[5] 佚名.医学教育中“以学生为中心”的教学体会——以《局部解剖学》为例[J].江西中医药大学学报,2018,30(06):110-112.
[6] 徐文娟,杨毅,王醊恩,等.基于PBL的温病学系统案例教学应用效果评价[J].中国中医药现代远程教育,2017,15(13):16-18.
[7] 罗黎力,杨晓燕,高晓琳,等.基于问题的学习方法(PBL)在高等医学教育中的应用[J].教育教学论坛,2017,16(15):170-171.
[8] 李健,叶琦.利用PBL教学模式提高学生核心素养初探——以“藻类、苔藓和蕨类植物”教学设计为例[J].凯里学院学报,2017,35(35):166.