CAJ | 학술논문

目的：对比PBL教学法和LBL教学法在脊柱外科急诊临床实习教学中的教学效果。方法回顾性总结在我院脊柱外科进行学习的学生51例资料。结果观察组学生学习后考核总成绩为（90.4±8.2）分，对照一组考核总成绩为（81.4±9.0）分，对照二组考核总成绩为（79.4±11.5）分，三组数据差异具有统计学意义（F=16.22，P＜0.05），而观察组学生考核成绩明显高于其他两组（P＜0.05）。结论 PBL与LBL教学方法联合应用具有更优秀的教学效果。
목적：대비PBL교학법화LBL교학법재척주외과급진림상실습교학중적교학효과。방법회고성총결재아원척주외과진행학습적학생51례자료。결과관찰조학생학습후고핵총성적위（90.4±8.2）분，대조일조고핵총성적위（81.4±9.0）분，대조이조고핵총성적위（79.4±11.5）분，삼조수거차이구유통계학의의（F=16.22，P＜0.05），이관찰조학생고핵성적명현고우기타량조（P＜0.05）。결론 PBL여LBL교학방법연합응용구유경우수적교학효과。
Objective To compare the effect of PBL approach and LBL approach in the teaching of clinical practice for emergency of spine surgery. Methods Data of 51 students who participated in clinical practice in the department of spine surgery in our hospital were summarized retrospectively. Results Overall mark of the examination after the teaching in students from observation group was (90.4±8.2), and the mark was (81.4±9.0) in control group A and (79.4±11.5) in control group B. The differences of the data were statistically significant in the three groups (F=16.22, P < 0.05), and the marks of students in observation group were significantly higher than those in the other two groups (P<0.05). Conclusion The combination of PBL and LBL approaches has a more favorable effect of teaching.