CAJ | 학술논문

目的：研究以问题为导向（PBL）大班教学法（简称：大班PBL教学法）在医院感染岗前培训的应用及效果。方法以某医学院校2010级医学专业的学生为研究对象，随机分组，对照组和实验组各163名，对照组采用传统的讲授方法（LBL），实验组采用大班PBL教学法，课程结束后，对两组学生进行闭卷笔试考试，并对实验组进行问卷调查。结果理论考核：实验组成绩为（87．99±4．49）分，高于对照组的（81．98±5．73）分，差异有统计学意义（P＝0．001）。大班PBL教学法可以提高学生学习积极性，促使学生主动研究解决问题的方法，促进学生间的交流合作、学习与实践的联系。结论大班PBL教学法优于传统的教学方法，但在实施过程中要不断探索学生课前参与的考核制度。
목적：연구이문제위도향（PBL）대반교학법（간칭：대반PBL교학법）재의원감염강전배훈적응용급효과。방법이모의학원교2010급의학전업적학생위연구대상，수궤분조，대조조화실험조각163명，대조조채용전통적강수방법（LBL），실험조채용대반PBL교학법，과정결속후，대량조학생진행폐권필시고시，병대실험조진행문권조사。결과이론고핵：실험조성적위（87．99±4．49）분，고우대조조적（81．98±5．73）분，차이유통계학의의（P＝0．001）。대반PBL교학법가이제고학생학습적겁성，촉사학생주동연구해결문제적방법，촉진학생간적교류합작、학습여실천적련계。결론대반PBL교학법우우전통적교학방법，단재실시과정중요불단탐색학생과전삼여적고핵제도。
Objective To study the application and effectiveness of large class problem-based learning (PBL)in the pre-job training on healthcare-associated infection knowledge for medical students.Methods Medical students of 2010 session were as the subjects of study,and were randomly divided into control group (n= 163)and trial group (n= 163). Control group adopted conventional lecture-based learning (LBL),trial group adopted PBL. After fin-ishing the course,two groups of students conducted closed-book exam,and a questionnaire survey was also conduc-ted among students in trial group.Results The score of theoretical exam of trial group was higher than that of con-trol group ([87.99±4.49]vs [81.98±5.73],P= 0.001). Large class PBL method can improve students’active learning enthusiasm,promote initiative research and solving problems,promote communication and cooperation among students,as well as connection between learning and practice.Conclusion Large class PBL is much better than LBC,but exam system of students’participation before class needs to be explored constantly during the imple-mentation process.