CAJ | 학술논문

目的：探讨网络基于问题学习法（ PBL）在临床医学教学中的应用效果。方法随机抽取中国医科大学某期七年制两个班，一个班为网络PBL试验组，在内外科整合教学中运用网络PBL教学方式。另一班为对照组，采用传统的大课授课方式；每个班均为28个学生。试验组进行为期40课时的网络PBL学习，分别经过同学自评，教师评价及标准化病人考试对网络PBL进行评价。结果51．91％的学生对网络环境下的PBL教学法持肯定态度；30．48％的学生保持中立。持中立态度的学生认为网络PBL这种教学方法可有可无；17．61％的学生认为效果不如传统的讲授教学法，认为熟悉网络环境需要投入更多的时间和精力。通过标准化病人考试，试验组问诊部分平均分明显高于对照组（P＜0．05）。查体部分两组差异无显著性意义（P＞0．05）。结论网络PBL能提高学生对学习的自主性；提高学生分析问题、解决问题，以及把理论知识应用到实践中的能力；并使学生对网络操作的技能也有所提高。
목적：탐토망락기우문제학습법（ PBL）재림상의학교학중적응용효과。방법수궤추취중국의과대학모기칠년제량개반，일개반위망락PBL시험조，재내외과정합교학중운용망락PBL교학방식。령일반위대조조，채용전통적대과수과방식；매개반균위28개학생。시험조진행위기40과시적망락PBL학습，분별경과동학자평，교사평개급표준화병인고시대망락PBL진행평개。결과51．91％적학생대망락배경하적PBL교학법지긍정태도；30．48％적학생보지중립。지중립태도적학생인위망락PBL저충교학방법가유가무；17．61％적학생인위효과불여전통적강수교학법，인위숙실망락배경수요투입경다적시간화정력。통과표준화병인고시，시험조문진부분평균분명현고우대조조（P＜0．05）。사체부분량조차이무현저성의의（P＞0．05）。결론망락PBL능제고학생대학습적자주성；제고학생분석문제、해결문제，이급파이론지식응용도실천중적능력；병사학생대망락조작적기능야유소제고。
Objective To investigate the effectiveness of web problem -based learning in teaching of clinical medicine . Methods Two seven-year clinical medicine classes were randomly selected from China Medical University to enroll in the study .One class was assigned as PBL group and was given network PBL teaching in the study of surgery .Another class was assigned as control group and used the traditional enlarged class for teaching .Each class had 28 students .The PBL group had a period of 40 hours for online PBL learning .The effectiveness of PBL was evaluated by student self -assessment , teacher assessment and standardized patient examinations .Results 51.91% of students were positive for network PBL teaching method in the online environment;30 .48% of students remained neutral .These students think of network PBL teaching method optional .17.61%of students considered network PBL insufficient compared to traditional teaching method and thought more time and effort needed to be familiar with online environment .Through a standardized patient ( SP) exam-ination, the PBL group had a significantly higher average score ( P<0.05 ) in inquiry section compared to the control group.There was no significant difference between the two classes in the score of physical examination section (P>0.05). Conclusion Network PBL teaching method improves students learning autonomy , advances capabilities of students to ana-lyze and solve problems , as well as the ability to apply the theoretical knowledge into clinical practice and enhances the skills of students on network operation .