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
2014年
4期
383-386
,共4页
以问题为基础的学习%临床实训%急诊医学
以問題為基礎的學習%臨床實訓%急診醫學
이문제위기출적학습%림상실훈%급진의학
Problem-based learning%Clinical skill training%Emergency medicine
目的 探讨以问题为基础的学习(problem-based learning,PBL)在急诊临床实训教学中的效果.方法 选择在上海交通大学医学院附属第九人民医院临床医学院参加急诊临床实训的2008、2009级5年制临床医学专业学生65人为研究对象.2008级学生33人作为对照组,采用传统方法进行急诊实训授课;2009级学生32人作为实验组,采用PBL教学.实训结束后,通过出科考试(包括理论考核、病例分析、急救操作考核)及问卷调查比较2组学生的教学效果.采用SPSS 13.0软件进行数据分析,数据用x±s表示,计数资料组间比较采用x2检验,计量资料采用t检验,以P＜0.05为差异具有统计学意义.结果 实验组和对照组出科考试中理论考核成绩差异无统计学意义(P=0.212),实验组病例分析和急救操作考核成绩明显高于对照组(P＜0.05).问卷调查结果显示,在激发学习兴趣、促进知识理解、培养临床综合思维、增加沟通能力、培养团队合作能力、提高临床操作能力6个方面的考查中,实验组学生对PBL教学的满意度明显高于对照组学生对传统教学的满意度(P＜0.05).结论 在急诊临床实训中PBL教学优于传统教学,较好地培养了学生的临床综合分析能力,并使他们的急救操作技能在典型病例中得到较好运用.
目的 探討以問題為基礎的學習(problem-based learning,PBL)在急診臨床實訓教學中的效果.方法 選擇在上海交通大學醫學院附屬第九人民醫院臨床醫學院參加急診臨床實訓的2008、2009級5年製臨床醫學專業學生65人為研究對象.2008級學生33人作為對照組,採用傳統方法進行急診實訓授課;2009級學生32人作為實驗組,採用PBL教學.實訓結束後,通過齣科攷試(包括理論攷覈、病例分析、急救操作攷覈)及問捲調查比較2組學生的教學效果.採用SPSS 13.0軟件進行數據分析,數據用x±s錶示,計數資料組間比較採用x2檢驗,計量資料採用t檢驗,以P＜0.05為差異具有統計學意義.結果 實驗組和對照組齣科攷試中理論攷覈成績差異無統計學意義(P=0.212),實驗組病例分析和急救操作攷覈成績明顯高于對照組(P＜0.05).問捲調查結果顯示,在激髮學習興趣、促進知識理解、培養臨床綜閤思維、增加溝通能力、培養糰隊閤作能力、提高臨床操作能力6箇方麵的攷查中,實驗組學生對PBL教學的滿意度明顯高于對照組學生對傳統教學的滿意度(P＜0.05).結論 在急診臨床實訓中PBL教學優于傳統教學,較好地培養瞭學生的臨床綜閤分析能力,併使他們的急救操作技能在典型病例中得到較好運用.
목적 탐토이문제위기출적학습(problem-based learning,PBL)재급진림상실훈교학중적효과.방법 선택재상해교통대학의학원부속제구인민의원림상의학원삼가급진림상실훈적2008、2009급5년제림상의학전업학생65인위연구대상.2008급학생33인작위대조조,채용전통방법진행급진실훈수과;2009급학생32인작위실험조,채용PBL교학.실훈결속후,통과출과고시(포괄이론고핵、병례분석、급구조작고핵)급문권조사비교2조학생적교학효과.채용SPSS 13.0연건진행수거분석,수거용x±s표시,계수자료조간비교채용x2검험,계량자료채용t검험,이P＜0.05위차이구유통계학의의.결과 실험조화대조조출과고시중이론고핵성적차이무통계학의의(P=0.212),실험조병례분석화급구조작고핵성적명현고우대조조(P＜0.05).문권조사결과현시,재격발학습흥취、촉진지식리해、배양림상종합사유、증가구통능력、배양단대합작능력、제고림상조작능력6개방면적고사중,실험조학생대PBL교학적만의도명현고우대조조학생대전통교학적만의도(P＜0.05).결론 재급진림상실훈중PBL교학우우전통교학,교호지배양료학생적림상종합분석능력,병사타문적급구조작기능재전형병례중득도교호운용.
Objective To explore the effecr of problem-based leaming(PBL) in emergency clinic skill training.Methods Totally 65 students participating in emergency clinical skill training in The Ninth People's Hospital of Shanghai Jiao Tong University were enrolled.Thirty-three 2008 grade five-year clinic majors as control group were taught by traditional teaching method while Thirty-two 2009 grade five-year clinic majors as experimental group were taught by PBL.After the courses,final examinations (theoretical exam,case analysis and skill appraisal) and questionnaire smvey were used to evaluate the teaching effectiveness between the two groups.Data were managed by SPSS 13.0 software package.Quantitative data between two groups were compared by t-test.Enumeration data between two groups were compared by chi-square test.Results There was no difference in theoretical score between two groups(P=0.212).Scores of case analysis and skill appraisal in experimental group were higher than those in control group (P＜0.05).There were significant differences between experimental group and control group in arousing students' learning interest,promoting understanding of knowledge,cultivating clinical comprehensive ability,increasing communication skills,improving team cooperation ability and clinical operating ability(P＜0.05).Conclusions PBL mode is better than traditional teaching methods in emergency clinical skill training.PBL can improve students' clinical comprehensive ability and emergency operations can be perfectly applied in clinic typical cases.
