CAJ | 학술논문

目的比较以问题为基础学习(PBL)教学模式与传统教学模式在泌尿外科学理论和临床实践教学中的应用效果，以探索一种更能激发学习兴趣、培养综合技能和高效率的教学模式。方法抽样设立具有可比性的PBL教学模式实验组(n=20)和传统教学模式对照组(n=20)，两组学生分别在上海市第十人民医院进行理论学习和临床实习，然后采用教师盲法对两组学生进行理论考试、实践考试和综合评定，同时对实验组学生进行PBL教学模式自测问卷调查，两组测评数据进行统计学比较。结果两组学生的理论考试成绩差异无统计学意义(P＞0.05)，实验组学生实践考试成绩明显高于对照组学生(P＜0.05)。实验组中，75％的学生认为PBL教学模式比传统教学模式更能够激发学习兴趣，有助于提高学习效率。结论以问题为基础学习教学模式不影响学生系统掌握基础理论知识，且有利于培养学生自学能力、提高学生临床操作技能和临床思维能力。
목적 비교이문제위기출학습(PBL)교학모식여전통교학모식재비뇨외과학이론화림상실천교학중적응용효과，이탐색일충경능격발학습흥취、배양종합기능화고효솔적교학모식。방법추양설립구유가비성적PBL교학모식실험조(n=20)화전통교학모식대조조(n=20)，량조학생분별재상해시제십인민의원진행이론학습화림상실습，연후채용교사맹법대량조학생진행이론고시、실천고시화종합평정，동시대실험조학생진행PBL교학모식자측문권조사，량조측평수거진행통계학비교。결과량조학생적이론고시성적차이무통계학의의(P＞0.05)，실험조학생실천고시성적명현고우대조조학생(P＜0.05)。실험조중，75％적학생인위PBL교학모식비전통교학모식경능구격발학습흥취，유조우제고학습효솔。결론 이문제위기출학습교학모식불영향학생계통장악기출이론지식，차유리우배양학생자학능력、제고학생림상조작기능화림상사유능력。
ObjectiveTo compare the effectiveness of problem-based learning (PBL) and traditional teaching model on learning and clinical practice of urology, and to explore an optimal learning method with higher learning interest, quality and efficiency. Methods Students were selected by sampling in PBL model group (n =20) and traditional teaching model group (n =20), and two groups of students learned theoretical knowledge of urology and underwent the clinical practice in our hospital. At the end of the study, each student received theoretical knowledge examination and clinical practice examination, and meanwhile, teachers evaluated the performance of each student in the whole learning process, and each student in the PBL group make a PBL self-test questionnaire. All results were analyzed and compared. Results There was no significant difference in results of theoretical knowledge between two groups ( P＞0.05), but the results in the PBL group was significantly higher than traditional teaching model group (P＜0.05). The results of self-test PBL questionnaire in the PBL group revealed that 75 ％ students recognized that PBL could more effectively irritate learning interest than traditional teaching model, and better improve the quality and efficiency of learning. Conclusions Problem-based teaching does not affect the acquisition of basic theoretical knowledge, but is conducive to develop self-learning ability, improve clinical skills and thinking ability.