CAJ | 학술논문

目的在内科学实习教学中实施以问题为基础学习(problem-based learning,PBL)并评估其教学效果.方法选择复旦大学2005级八年制临床医学专业59名实习生为研究对象,将其分为PBL组和非PBL组.PBL组进行为期6周、2个病例的教学,通过问卷调查了解该组学生在PBL教学前后的自我评价、学生对PBL课程和教师的评价以及教师对学生的评价.比较PBL组和非PBL组学生的实习成绩.结果 PBL组学生对于PBL教学持欢迎态度.从学生的自我评价来看,八年制实习生拥有较好的自我学习和协作实践能力,能够做好PBL的准备工作,主动参与PBL教学.学生对PBL教学的总体满意度为100%.他们认为,PBL教学能够提高其诊断与鉴别诊断的能力以及加深其对治疗的理解,指导教师能够引导学生自行寻找答案并进行表达.指导教师认为,学生临床推理等能力有待进一步提高.PBL组和非PBL组学生内科学实习总成绩差异无统计学意义.结论 PBL组学生对PBL教学有着较高的满意度,选择合适的临床问题、培养学生的临床思维、加深学生对疾病的理解是PBL教学的重点.
목적 재내과학실습교학중실시이문제위기출학습(problem-based learning,PBL)병평고기교학효과.방법 선택복단대학2005급팔년제림상의학전업59명실습생위연구대상,장기분위PBL조화비PBL조.PBL조진행위기6주、2개병례적교학,통과문권조사료해해조학생재PBL교학전후적자아평개、학생대PBL과정화교사적평개이급교사대학생적평개.비교PBL조화비PBL조학생적실습성적.결과 PBL조학생대우PBL교학지환영태도.종학생적자아평개래간,팔년제실습생옹유교호적자아학습화협작실천능력,능구주호PBL적준비공작,주동삼여PBL교학.학생대PBL교학적총체만의도위100%.타문인위,PBL교학능구제고기진단여감별진단적능력이급가심기대치료적리해,지도교사능구인도학생자행심조답안병진행표체.지도교사인위,학생림상추리등능력유대진일보제고.PBL조화비PBL조학생내과학실습총성적차이무통계학의의.결론 PBL조학생대PBL교학유착교고적만의도,선택합괄적림상문제、배양학생적림상사유、가심학생대질병적리해시PBL교학적중점.
Objective To improve the teaching effect, problem-based learning (PBL)was developed and evaluated for interns of internal medicine. Methods Fifty-nine eight-year program medical interns were divided into PBL group and non-PBL group. Six-week practice on two PBL cases was carried out for PBL group. Questionnaires were designed to investigate the self-evaluation of the interns of PBL group before and after PBL, the opinions on the PBL teaching, the tutors, and views of the tutors on the interns.Practice scores of the two groups were compared. Results PBL was welcomed by the interns. The interns enjoyed self-study and cooperation, and they prepared for and participated in the PBL teaching actively.They were satisfied with PBL teaching. PBL was helpful to diagnosis, differential diagnosis, understanding on therapy. The tutors thought that the students' ability of clinical reasoning needed to be improved. There was no significant difference on practice scores between the two groups. Conclusions The interns were satisfied with PBL. Raising proper clinical questions, cultivating the students' clinical thinking and improving the students' comprehension on diseases might be the emphases during PBL teaching.