CAJ | 학술논문

目的探讨以授课为基础的学习法(LBL)和以问题为基础的教学法(PBL)双轨教学法在实践中的互补性,以及在重症监护室临床教学中应用的效果.方法将2007-2010年在监护室轮转的学习生70人随机分成对照组和实验组,每组35人,对照组采用传统的LBL教学模式;实验组采用LBL结合PBL教学模式.并用闭卷考试和问卷调查评价教学效果.结果实验组考试总成绩、理论成绩、综合分析题成绩、护理病历书写成绩均明显高于对照组,差异有统计学意义(P＜0.01),且实验组学生在激发学习兴趣、提高团队合作精神等方面有明显提高,差异有统计学意义(P＜0.05或P＜0.01).结论 LBL和PBL双轨教学模式对提高重症监护室临床教学具有积极的意义.
목적 탐토이수과위기출적학습법(LBL)화이문제위기출적교학법(PBL)쌍궤교학법재실천중적호보성,이급재중증감호실림상교학중응용적효과.방법 장2007-2010년재감호실륜전적학습생70인수궤분성대조조화실험조,매조35인,대조조채용전통적LBL교학모식;실험조채용LBL결합PBL교학모식.병용폐권고시화문권조사평개교학효과.결과 실험조고시총성적、이론성적、종합분석제성적、호리병역서사성적균명현고우대조조,차이유통계학의의(P＜0.01),차실험조학생재격발학습흥취、제고단대합작정신등방면유명현제고,차이유통계학의의(P＜0.05혹P＜0.01).결론 LBL화PBL쌍궤교학모식대제고중증감호실림상교학구유적겁적의의.
Objective To explore the clinical teaching effectiveness of LBL combination of PBL teaching mode in the intensive care unit. Methods The 2009-2010 cycle students 70 in the intensive care unit were randomly divided into control group and experiment group. Control group, the traditional LBL teaching;experimental group, LBL combined PBL teaching mode. Finally, different teaching effectiveness was evaluated by closed examinations and questionnaires. Results Examination total score, using the relevant sections of PBL teaching performance, comprehensive analysis of performance problems were significantly higher (P ＜ 0. 01 ),and training clinical thinking, theoretical understanding and promotion of memory, analytical ability,communication skills, team spirit of the experimental group students were significantly increased ( P ＜ 0. 05 or P ＜0. 01 ). Conclusions LBL combination of PBL teaching in the intensive care unit is feasible, effective and could help students improve overall quality.