中华医学教育探索杂志
中華醫學教育探索雜誌
중화의학교육탐색잡지
Chinese Journal of Medical Education Research
2013年
9期
956-959
,共4页
网络%以问题为基础的学习%妇产科%临床实习
網絡%以問題為基礎的學習%婦產科%臨床實習
망락%이문제위기출적학습%부산과%림상실습
Network%Problem-based learning%Obstetrics and gynecology%Clinical practice
目的探讨网络支持下的以问题为基础的学习（problem-based learning，PBL）在妇产科临床实习中的应用及效果。方法将在首都医科大学附属北京同仁医院实习的2007级临床实习学生随机分为对照组（七年制18人，五年制11人）和实验组（七年制17人，五年制10人）。对照组实施传统教学即实习生与带教教师一起管理病人并根据教学要求完成几次教学查房。实验组采用网络支持下的PBL教学，按教师提出问题---分组搜集资料---组织学习讨论---阐述、论证观点---讨论、总结等步骤教学。通过临床技能成绩和理论考试成绩评定效果。数据采用SSPS 13.0统计软件分析处理，计量资料用均数±标准差（x±s）表示，组间比较行t检验。结果七年制、五年制实验组临床技能成绩优于对照组[七年制（90.47±2.36）vs.（87.42±2.93）；五年制（92.95±2.20）vs.（90.09±2.70）]；2组理论成绩差异无统计学意义。在临床技能成绩中，综合能力及病例分析成绩实验组优于对照组。结论网络支持下的PBL教学明显提高了学生沟通能力、知识理解和运用能力，可以改进妇产科临床实习质量。
目的探討網絡支持下的以問題為基礎的學習（problem-based learning，PBL）在婦產科臨床實習中的應用及效果。方法將在首都醫科大學附屬北京同仁醫院實習的2007級臨床實習學生隨機分為對照組（七年製18人，五年製11人）和實驗組（七年製17人，五年製10人）。對照組實施傳統教學即實習生與帶教教師一起管理病人併根據教學要求完成幾次教學查房。實驗組採用網絡支持下的PBL教學，按教師提齣問題---分組搜集資料---組織學習討論---闡述、論證觀點---討論、總結等步驟教學。通過臨床技能成績和理論攷試成績評定效果。數據採用SSPS 13.0統計軟件分析處理，計量資料用均數±標準差（x±s）錶示，組間比較行t檢驗。結果七年製、五年製實驗組臨床技能成績優于對照組[七年製（90.47±2.36）vs.（87.42±2.93）；五年製（92.95±2.20）vs.（90.09±2.70）]；2組理論成績差異無統計學意義。在臨床技能成績中，綜閤能力及病例分析成績實驗組優于對照組。結論網絡支持下的PBL教學明顯提高瞭學生溝通能力、知識理解和運用能力，可以改進婦產科臨床實習質量。
목적탐토망락지지하적이문제위기출적학습（problem-based learning，PBL）재부산과림상실습중적응용급효과。방법장재수도의과대학부속북경동인의원실습적2007급림상실습학생수궤분위대조조（칠년제18인，오년제11인）화실험조（칠년제17인，오년제10인）。대조조실시전통교학즉실습생여대교교사일기관리병인병근거교학요구완성궤차교학사방。실험조채용망락지지하적PBL교학，안교사제출문제---분조수집자료---조직학습토론---천술、론증관점---토론、총결등보취교학。통과림상기능성적화이론고시성적평정효과。수거채용SSPS 13.0통계연건분석처리，계량자료용균수±표준차（x±s）표시，조간비교행t검험。결과칠년제、오년제실험조림상기능성적우우대조조[칠년제（90.47±2.36）vs.（87.42±2.93）；오년제（92.95±2.20）vs.（90.09±2.70）]；2조이론성적차이무통계학의의。재림상기능성적중，종합능력급병례분석성적실험조우우대조조。결론망락지지하적PBL교학명현제고료학생구통능력、지식리해화운용능력，가이개진부산과림상실습질량。
[Objective To evaluate the teaching effects and advantages of problem-based learning (PBL) teaching mode based on network in the clinical practice of obstetrics and gynecology. Methods 2007 grade intern students in department of obstetrics and gynecology in Beijing Tongren Hospital of Capital Medical University were divided into 2 groups:control group (18 seven-year program and 11 five-year program)and experiment group (17 seven-year program and 10 five-year program). Traditional teaching was conducted in control group:interns and teacher completed teaching ward round several times according to the teaching requirement. PBL based on network was conducted in experiment group:tea-chers asking questions-data collection-learning and discussing-demonstrating and arguing-discussing and summarizing teaching process. Then the effects of different teaching methods were evaluated by clinical practice skill and theoretical test. SSPS13.0 statistical software was used for data analysis and measurement data were expressed as x±s. T test was conducted among groups. Results As for clinical practice skills, scores in PBL group (seven-year program and five-year program )were higher than those of traditional group [seven-year program:(190.47±2.30)vs (87.42±2.93);five-year program:(92.95±2.20)vs (90 . 09 ± 2 . 70 )] . There was no difference between the two groups in scores of theoretical test . In clinical practice skills,scores of general skill and clinic case analysis showed significant differences be-tween PBL group and traditional group. Conclusions PBL tea-ching mode based on network can improve the quality and effectiveness of the clinical practice of obstetrics and gynecology, especially in the social, technical,and knowledge dimension.
