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
2期
181-184
,共4页
以问题为基础的学习%心导管%见习
以問題為基礎的學習%心導管%見習
이문제위기출적학습%심도관%견습
Problem-based learning%Cardiac catheter%Apprentice
目的 探索以问题为基础的学习(problem-based learning,PBL)在心导管室临床见习中的应用效果.方法 选取2011年到心导管室见习的5年制临床本科专业123名学生,随机分为两组.62名作为对照组,采用以授课为基础的学习法(lecture-based learning,LBL)；61名作为实验组,采用PBL教学.比较两组的教学效果.结果 实验组和对照组优良率分别为67.7％和38.7％,差异统计学有意义(P＜0.05).平均分分别为(85.4±7.5)和(71.3±9.1),差异有统计学意义(P＜0.05).结论 实验组教学效果优于对照组.PBL教学可以提高学生学习兴趣,促进自学意识,提高理论联系实际、临床分析解决问题、创新思维、语言表达、组织协调、团队合作、批判性思维及论文撰写等能力；对其今后的工作有一定的启示和帮助；学生满意度较高.值得进一步研究和推广.
目的 探索以問題為基礎的學習(problem-based learning,PBL)在心導管室臨床見習中的應用效果.方法 選取2011年到心導管室見習的5年製臨床本科專業123名學生,隨機分為兩組.62名作為對照組,採用以授課為基礎的學習法(lecture-based learning,LBL)；61名作為實驗組,採用PBL教學.比較兩組的教學效果.結果 實驗組和對照組優良率分彆為67.7％和38.7％,差異統計學有意義(P＜0.05).平均分分彆為(85.4±7.5)和(71.3±9.1),差異有統計學意義(P＜0.05).結論 實驗組教學效果優于對照組.PBL教學可以提高學生學習興趣,促進自學意識,提高理論聯繫實際、臨床分析解決問題、創新思維、語言錶達、組織協調、糰隊閤作、批判性思維及論文撰寫等能力；對其今後的工作有一定的啟示和幫助；學生滿意度較高.值得進一步研究和推廣.
목적 탐색이문제위기출적학습(problem-based learning,PBL)재심도관실림상견습중적응용효과.방법 선취2011년도심도관실견습적5년제림상본과전업123명학생,수궤분위량조.62명작위대조조,채용이수과위기출적학습법(lecture-based learning,LBL)；61명작위실험조,채용PBL교학.비교량조적교학효과.결과 실험조화대조조우량솔분별위67.7％화38.7％,차이통계학유의의(P＜0.05).평균분분별위(85.4±7.5)화(71.3±9.1),차이유통계학의의(P＜0.05).결론 실험조교학효과우우대조조.PBL교학가이제고학생학습흥취,촉진자학의식,제고이론련계실제、림상분석해결문제、창신사유、어언표체、조직협조、단대합작、비판성사유급논문찬사등능력；대기금후적공작유일정적계시화방조；학생만의도교고.치득진일보연구화추엄.
Objective To explore the effect of apply PBL teaching mode in clinical practice of cardiac catheterization.Methods Totally 123 undergraduates of five-year clinical medicine major who practiced in department of cardiovascular in 2011 were randomized into control group (n =61) and experimental group(n =62).The students in control group were taught by lecture-based learning (LBL)while those in experimental group by PBL teaching mode.Teaching effect was compared between two groups.Results Excellent and good rates in experimental group and control group were 67.7％ and 38.7％ respectively,P ＜ 0.05,with statistical differences.Average scores were (85.4 ± 7.5) points and (71.3 ± 9.1) points,P ＜ 0.05,with statistical significance differences.Conclusions Teaching effect is better in experimental group than in LBL group.PBL teaching mode can improve students'learning interest,promote self-study consciousness and improve abilities of linking theory with practice,problem solving,innovative thinking,language expressing,organizing and coordinating,team cooperating,critical thinking and thesis writing.Meanwhile,it has certain enlightenment on future work and worth future research and promotion.
