CAJ | 학술논문

目的：探讨以问题为基础的PBL教学方法在乳腺疾病教学中的应用。方法在对首都医科大学2012级五年制医学生乳腺疾病临床见习带教中，将学生随机分为两组，实验组同学应用PBL教学法，对照组同学应用传统教学方法，在教学结束后，对两组学生进行乳腺疾病的理论考试，根据考试成绩对教学效果进行评价。结果实验组学生成绩优于对照组学生，其差异具有统计学意义（p=0.023），并且在各类型的试题中，实验组学生病例分析题的成绩显著优于对照组（p=0.014）。结论在乳腺疾病临床带教中应用PBL教学法有助于提高医学生的学习成绩并锻炼其临床思维。
목적：탐토이문제위기출적PBL교학방법재유선질병교학중적응용。방법재대수도의과대학2012급오년제의학생유선질병림상견습대교중，장학생수궤분위량조，실험조동학응용PBL교학법，대조조동학응용전통교학방법，재교학결속후，대량조학생진행유선질병적이론고시，근거고시성적대교학효과진행평개。결과실험조학생성적우우대조조학생，기차이구유통계학의의（p=0.023），병차재각류형적시제중，실험조학생병례분석제적성적현저우우대조조（p=0.014）。결론재유선질병림상대교중응용PBL교학법유조우제고의학생적학습성적병단련기림상사유。
Objective To discuss the application of problem based learning (PBL) in the clinical teaching of breast disease. Methods In the clinical teaching of the 5-year medical students of 2012, the students were randomly divided into two groups, the experiment group and the control group. The students of experiment group learn the disease via PBL method, while the control group learns the knowledge by the traditional way of taking classes. After the class, test was performed to evaluate the efficacy of different means of teaching by comparing the final scores of the test. Results There is a significant difference(p=0.023)between the two ways of teaching, with the final score of experiment group much better than the control group. Furthermore, of the four kinds of test questions, the experiment students do much better in the case analysis than the control group(p= 0.014). Conclusion The test score and the clinical thinking skills can be improved compared to traditional teaching by using the PBL method in the clinical teaching.