中华实验和临床感染病杂志（电子版）
中華實驗和臨床感染病雜誌（電子版）
중화실험화림상감염병잡지（전자판）
CHINESE JOURNAL OF EXPERIMENTAL AND CLINICAL INFECTIOUS DISEASES(ELECTRONIC VERSION)
2014年
6期
869-871
,共3页
PBL教学模式%感染科%临床教学%带教模式
PBL教學模式%感染科%臨床教學%帶教模式
PBL교학모식%감염과%림상교학%대교모식
Problem-based learning teaching mode%Infectious diseases%Clinical teaching%Teaching mode
本文旨在对以问题为基础教学模式（PBL）应用于感染科临床教学中的可行性与实效性进行分析探讨。选取2012年7月至2013年5月本院感染科专业实习学生78名，随机分为两组，PBL组39名，采用PBL教学模式；对照组39名，采用传统带教模式。以问卷与考试成绩进行反馈分析。结果分析显示PBL组学生理论考试平均成绩（42.36±4.02分）与对照组（41.65±3.67分）比较（t =0.954，P＞0.05），差异无统计学意义；但是PBL组病例分析成绩（46.02±3.94分）与总成绩（88.38±5.62分）与对照组病例分析成绩（38.84±2.86分）与总成绩（80.49±5.13分）比较（t =5.627，P＜0.05），差异具统计学意义。PBL组学生对PBL教学模式的满意程度显著高于对照组（t=5.634，P＜0.05），差异具统计学意义。其中，激发学习兴趣、理论联系实践能力、解决问题能力、分析归纳能力、操作技能以及自主探究能力等方面PBL组学生更为突出。本文研究表明PBL教学模式在感染科临床教学实践中，可以有效培养学生自主学习能力、思维创新能力、解决探究和解决问题的能力；全面提升了感染科临床教学的实效性。
本文旨在對以問題為基礎教學模式（PBL）應用于感染科臨床教學中的可行性與實效性進行分析探討。選取2012年7月至2013年5月本院感染科專業實習學生78名，隨機分為兩組，PBL組39名，採用PBL教學模式；對照組39名，採用傳統帶教模式。以問捲與攷試成績進行反饋分析。結果分析顯示PBL組學生理論攷試平均成績（42.36±4.02分）與對照組（41.65±3.67分）比較（t =0.954，P＞0.05），差異無統計學意義；但是PBL組病例分析成績（46.02±3.94分）與總成績（88.38±5.62分）與對照組病例分析成績（38.84±2.86分）與總成績（80.49±5.13分）比較（t =5.627，P＜0.05），差異具統計學意義。PBL組學生對PBL教學模式的滿意程度顯著高于對照組（t=5.634，P＜0.05），差異具統計學意義。其中，激髮學習興趣、理論聯繫實踐能力、解決問題能力、分析歸納能力、操作技能以及自主探究能力等方麵PBL組學生更為突齣。本文研究錶明PBL教學模式在感染科臨床教學實踐中，可以有效培養學生自主學習能力、思維創新能力、解決探究和解決問題的能力；全麵提升瞭感染科臨床教學的實效性。
본문지재대이문제위기출교학모식（PBL）응용우감염과림상교학중적가행성여실효성진행분석탐토。선취2012년7월지2013년5월본원감염과전업실습학생78명，수궤분위량조，PBL조39명，채용PBL교학모식；대조조39명，채용전통대교모식。이문권여고시성적진행반궤분석。결과분석현시PBL조학생이론고시평균성적（42.36±4.02분）여대조조（41.65±3.67분）비교（t =0.954，P＞0.05），차이무통계학의의；단시PBL조병례분석성적（46.02±3.94분）여총성적（88.38±5.62분）여대조조병례분석성적（38.84±2.86분）여총성적（80.49±5.13분）비교（t =5.627，P＜0.05），차이구통계학의의。PBL조학생대PBL교학모식적만의정도현저고우대조조（t=5.634，P＜0.05），차이구통계학의의。기중，격발학습흥취、이론련계실천능력、해결문제능력、분석귀납능력、조작기능이급자주탐구능력등방면PBL조학생경위돌출。본문연구표명PBL교학모식재감염과림상교학실천중，가이유효배양학생자주학습능력、사유창신능력、해결탐구화해결문제적능력；전면제승료감염과림상교학적실효성。
To analyze and discuss the feasibility and effectiveness of problem-based learning (PBL) teaching model in clinical infections teaching, total of 78 students in the department of infectious diseases professional practice between July 2012 to May 2013 were selected and randomly divided into two groups. PBL groups with 39 students were given PBL teaching mode while the control group with 39 students were given the traditional teaching model. Questionnaires and test scores were used for feedback analysis. The results showed that there was no statistically signiifcant difference (t=0.954, P>0.05) of the theory test average scores in PBL group compared with control group. But the analysis results and total score in PBL group compared with control group had significant difference (t = 5.627, P < 0.05). PBL group had signiifcantly higher satisfaction with PBL teaching mode than the control group (t=5.634, P<0.05). Among them, stimulate interest in learning, theory with practical ability, problem solving skills, inductive analysis capabilities, operating skills and independent exploration capability were the most prominents in PBL group. Our study showed that PBL teaching mode in clinical teaching and practicing of infectious diseases department could effectively develop independent learning skills, innovation thinking ability, exploring-solving ability and problem-solving skills; and comprehensive improve the clinical teaching and learning effectiveness of the department of infectious diseases.
