CAJ | 학술논문

目的：探讨神经内科实习生创新带教指导理念。方法本次选取100名神经内科实习生作研究对象，均为2012年1月～2014年1月接收，随机分组，就传统单向授课模式（LBL组，n=50）与以问题为中心授课模式（PBL组，n=50）效果展开比较，总结创新带教指导理念效果。结果比较两组神经病学理论成绩，入科初无明显差异（P>0.05），经带教后，PBL组评分明显高于LBL组，差异有统计学意义（P<0.05）。结论神经内科实习生创新带教中，应用PBL教学模式，可显著提高学生的学习成绩，增强动手能力、知识应用能力、适应能力、服务意识，对促进综合素养的提高，从医学生向职业医生的转化有非常重要的意义，具有非常重要的推广价值。
목적：탐토신경내과실습생창신대교지도이념。방법본차선취100명신경내과실습생작연구대상，균위2012년1월～2014년1월접수，수궤분조，취전통단향수과모식（LBL조，n=50）여이문제위중심수과모식（PBL조，n=50）효과전개비교，총결창신대교지도이념효과。결과비교량조신경병학이론성적，입과초무명현차이（P>0.05），경대교후，PBL조평분명현고우LBL조，차이유통계학의의（P<0.05）。결론신경내과실습생창신대교중，응용PBL교학모식，가현저제고학생적학습성적，증강동수능력、지식응용능력、괄응능력、복무의식，대촉진종합소양적제고，종의학생향직업의생적전화유비상중요적의의，구유비상중요적추엄개치。
Objective To explore innovative teaching neurology intern guiding philosophy. Methods The Department of Neurology, 100 interns selected for the study, receiving both from January 2012 to January 2014, randomization , the traditional one-way mode of delivery (LBL group, n=50) and problem-centered mode of delivery (PBLgroup, n=50) to start comparing results summarized guiding philosophy innovative teaching effect. Results The results were compared Neurology theory , early into the branch was no significant difference (P> 0.05), after teaching , PBL group score significantly higher than the LBL group, the difference was statistically significant (P<0.05). Conclusion neurology intern innovative teaching , the application of PBL teaching mode, can significantly improve student achievement, enhance ability, knowledge application, adaptability, service awareness, improve the promotion of comprehensive literacy students to professional career in medicine doctors have transformed very important, very important promotional value.