中华医学教育探索杂志
中華醫學教育探索雜誌
중화의학교육탐색잡지
Chinese Journal of Medical Education Research
2015年
10期
1036-1040
,共5页
以问题为基础的学习%临床教学%骨科%教学效果
以問題為基礎的學習%臨床教學%骨科%教學效果
이문제위기출적학습%림상교학%골과%교학효과
Problem-based learning%Clinical teaching%Orthopedics medicine%Teaching effect
目的 探讨以问题为基础的学习(problem-based learning,PBL)在骨科学临床教学中的应用效果.方法 选取北京大学医学部2011级五年制临床专业班60名学生作为研究对象,随机分为实验组和对照组,每组30名. 实验组采用PBL结合以授课为基础的学习(lecture-based learning,LBL),对照组则单纯采用LBL教学,各进行8学时的教学实验. 学习结束后通过理论课笔试及临床技能实践考试对两组的教学效果进行评估,并向2组学生发放调查问卷,采集教学反馈意见. 学生的理论课及临床技能成绩运用SPSS 19.0软件进行分析,采用t检验及x2检验.结果 实验组学生理论知识考试成绩(53.7±3.2)分,对照组成绩(52.3±2.2)分,差异无统计学意义(P>0.05). 实验组临床技能考试成绩(24.0±1.5)分,对照组成绩(22.3±1.6)分,差异具有统计学意义(P<0.05). 调查问卷反馈结果显示,实验组教学满意度亦明显优于对照组,差异具有统计学意义(P<0.05). 结论 PBL教学运用于骨科临床教学,可以提高学生学习兴趣和自学能力,又有助于学生临床思维能力的培养. 但PBL教学对提高学生医学理论知识水平的作用不明显.
目的 探討以問題為基礎的學習(problem-based learning,PBL)在骨科學臨床教學中的應用效果.方法 選取北京大學醫學部2011級五年製臨床專業班60名學生作為研究對象,隨機分為實驗組和對照組,每組30名. 實驗組採用PBL結閤以授課為基礎的學習(lecture-based learning,LBL),對照組則單純採用LBL教學,各進行8學時的教學實驗. 學習結束後通過理論課筆試及臨床技能實踐攷試對兩組的教學效果進行評估,併嚮2組學生髮放調查問捲,採集教學反饋意見. 學生的理論課及臨床技能成績運用SPSS 19.0軟件進行分析,採用t檢驗及x2檢驗.結果 實驗組學生理論知識攷試成績(53.7±3.2)分,對照組成績(52.3±2.2)分,差異無統計學意義(P>0.05). 實驗組臨床技能攷試成績(24.0±1.5)分,對照組成績(22.3±1.6)分,差異具有統計學意義(P<0.05). 調查問捲反饋結果顯示,實驗組教學滿意度亦明顯優于對照組,差異具有統計學意義(P<0.05). 結論 PBL教學運用于骨科臨床教學,可以提高學生學習興趣和自學能力,又有助于學生臨床思維能力的培養. 但PBL教學對提高學生醫學理論知識水平的作用不明顯.
목적 탐토이문제위기출적학습(problem-based learning,PBL)재골과학림상교학중적응용효과.방법 선취북경대학의학부2011급오년제림상전업반60명학생작위연구대상,수궤분위실험조화대조조,매조30명. 실험조채용PBL결합이수과위기출적학습(lecture-based learning,LBL),대조조칙단순채용LBL교학,각진행8학시적교학실험. 학습결속후통과이론과필시급림상기능실천고시대량조적교학효과진행평고,병향2조학생발방조사문권,채집교학반궤의견. 학생적이론과급림상기능성적운용SPSS 19.0연건진행분석,채용t검험급x2검험.결과 실험조학생이론지식고시성적(53.7±3.2)분,대조조성적(52.3±2.2)분,차이무통계학의의(P>0.05). 실험조림상기능고시성적(24.0±1.5)분,대조조성적(22.3±1.6)분,차이구유통계학의의(P<0.05). 조사문권반궤결과현시,실험조교학만의도역명현우우대조조,차이구유통계학의의(P<0.05). 결론 PBL교학운용우골과림상교학,가이제고학생학습흥취화자학능력,우유조우학생림상사유능력적배양. 단PBL교학대제고학생의학이론지식수평적작용불명현.
Objective To evaluate the application effect of the problem based learning in clinical teaching of orthopedics. Methods We chose sixty five-year program students of Peking univ-ersity health science center as research object. All students were randomly divided into experimental and control groups, with thirty students in each group. Experimental group was given PBL teaching combined with lecture based learning (section-based learning, LBL), while the control group only received the LBL teaching. Two groups were given 8 hours of teaching experiments. After the end of the study, the teaching effect of the two groups was evaluated by the theory course and clinical skills. The questionnaire was distributed to the 2 groups. The scores of both experimental group students and control group students in theory courses and clinical skills were analyzed using SPSS 19.0 software using t-test and x2 test. Result The score of the experimental group was (53.7 ±3.2) in the knowl-edge-based grades exam, while the control group was (52.3±2.2), showing no obvious difference when compared to the control group's grades (P>0.05). The score of the experimental group was (24.0±1.5) in the hands-on technique grades exam, while the control group was (22.3±1.6). The difference in grades showed statistical significance (P<0.05). Feedback survey results showed that the experimental group's teaching satisfaction degree was also significantly higher than the control group, and the dif-ference was statistically significant (P<0.05). Conclusions The application of PBL in clinical teach-ing in orthopedic clinical teaching can improve students' learning interest and self-study ability, and helps to develop students' clinical thinking ability. But the role of PBL teaching in improving students' medical knowledge level is not obvious.