CAJ | 학술논문

目的探讨以问题为基础的学习(problem-based learning,PBL)联合传统教学法在消化科临床实习中的教学效果.方法选择2006年3月至2007年12月,在保定市第二医院消化科实习的全日制医疗系临床医学专业本科生60名为研究对象,完全随机分为PBL教学组(简称PBL组)和传统教学组(简称传统组),每组30人.实习结束后,通过问卷调查、出科考试成绩评价不同教学法的实习效果.采用SPSS15.0软件进行数据分析,计数资料组间比较采用x2检验,计量资料用(x-)±s表示,以P＜0.05为差异有统计学意义.结果 PBL组在提高综合分析能力、学习主动性和学习效果方面均优于传统组,组间差异均有统计学意义,P值分别为0.001、0.007、0.005.PBL组在激发学生兴趣和对教学法的满意度方面的比例高于传统组,但组间差异无统计学意义(P＞0.05).PBL组在课前准备充分积极、课堂全面准确表述观点、临床思维逻辑性强方面优于传统组,组间差异均有统计学意义,P值分别为0.002、0.000、0.002；在与患者沟通能力方面,组间差异无统计学意义,P=0.118.PBL组问答题、病例分析题和总成绩的分数高于传统组,组间差异有统计学意义,P值分别为0.005、0.045、0.013.名词解释和选择题的分值与传统组的差异无统计意义(P＞0.05).结论 PBL联合传统教学法适用于全日制医疗系临床医学专业本科生在消化科的实习教学,PBL教学能够较好地训练学生的临床综合分析能力,有助于培养其主动解决实际问题的能力.
목적 탐토이문제위기출적학습(problem-based learning,PBL)연합전통교학법재소화과림상실습중적교학효과.방법 선택2006년3월지2007년12월,재보정시제이의원소화과실습적전일제의료계림상의학전업본과생60명위연구대상,완전수궤분위PBL교학조(간칭PBL조)화전통교학조(간칭전통조),매조30인.실습결속후,통과문권조사、출과고시성적평개불동교학법적실습효과.채용SPSS15.0연건진행수거분석,계수자료조간비교채용x2검험,계량자료용(x-)±s표시,이P＜0.05위차이유통계학의의.결과 PBL조재제고종합분석능력、학습주동성화학습효과방면균우우전통조,조간차이균유통계학의의,P치분별위0.001、0.007、0.005.PBL조재격발학생흥취화대교학법적만의도방면적비례고우전통조,단조간차이무통계학의의(P＞0.05).PBL조재과전준비충분적겁、과당전면준학표술관점、림상사유라집성강방면우우전통조,조간차이균유통계학의의,P치분별위0.002、0.000、0.002；재여환자구통능력방면,조간차이무통계학의의,P=0.118.PBL조문답제、병례분석제화총성적적분수고우전통조,조간차이유통계학의의,P치분별위0.005、0.045、0.013.명사해석화선택제적분치여전통조적차이무통계의의(P＞0.05).결론 PBL연합전통교학법괄용우전일제의료계림상의학전업본과생재소화과적실습교학,PBL교학능구교호지훈련학생적림상종합분석능력,유조우배양기주동해결실제문제적능력.
Objective To evaluate the efficacy of applying problem based learning (PBL) combined with traditional teaching in clinical internship in department of gastroenterology.Methods Totally 60 full-time medical undergraduates of clinical medicine in clinical internship in department of gastroenterology of the Second Hospital of Baoding were randomly divided into PBL group (n=30) and traditional group (n=30).Practical effect of the different modes was evaluated by questionnaire and examination resuits.Data were analyzed by SPSS 15.0.Enumeration data were compared between groups using x2 test and measurement data were manifested (x-) ± s with P ＜ 0.05 signifying significant difference.Results PBL group was superior to traditional group in comprehensive analysis capabilities,motivation to learn and learning outcomes with statistically significant differences between the two groups (P values were 0.001,0.007 and 0.005).Concerning stimulating students' interest and satisfaction of the teaching mode,the difference between the two groups was not statistically significant (P ＞ 0.05).PBL group was superior to traditional group in the pre-class preparation,full and accurate expression of views in classroom and clinical logic,with statistically significant differences between the two groups (P values were 0.002,0.000 and 0.002).There was no difference in communicative abilities with patients between the two groups (P=0.118).PBL group had higher scores than traditional group in the quiz,case analysis and overall performance,with statistically significant differences between the two groups (P values were 0.005,0.045 and 0.013).Concerning score of glossary and multiple-choice questions,differences between two group were not statistically significant (P＞0.05).Conclusions PBL combined with traditional teaching method is suitable for internship teaching in the department of gastroenterology for full-time undergraduates of clinical medicine.PBL can improve students' clinical comprehensive analysis capabilities and helps to develop the ability to take the initiative to solve practical problems.