CAJ | 학술논문

目的初步探讨以问题为基础的学习（problem-based learning，PBL）在神经内科进修医师的头晕诊断学教学中的应用及其价值。 　　方法选取首都医科大学附属北京天坛医院神经内科的进修医师20名随机分为试验组和对照组，分别采用PBL教学和以授课为基础的教学法，比较两组的教学效果。 　　结果试验组与对照组相比较，病例分析考试成绩和总成绩显著提高（P分别为0.005和0.013）；基础理论知识考试成绩有增高趋势，但无显著差异。 　　结论 PBL教学法是适合于进修医师的头晕诊断学教学的有效方法，有助于培养进修医师的临床思维能力。在文献检索培训和基础理论铺垫的基础上开展PBL教学，有可能进一步提高教学质量。
목적초보탐토이문제위기출적학습（problem-based learning，PBL）재신경내과진수의사적두훈진단학교학중적응용급기개치。 　　방법선취수도의과대학부속북경천단의원신경내과적진수의사20명수궤분위시험조화대조조，분별채용PBL교학화이수과위기출적교학법，비교량조적교학효과。 　　결과시험조여대조조상비교，병례분석고시성적화총성적현저제고（P분별위0.005화0.013）；기출이론지식고시성적유증고추세，단무현저차이。 　　결론 PBL교학법시괄합우진수의사적두훈진단학교학적유효방법，유조우배양진수의사적림상사유능력。재문헌검색배훈화기출이론포점적기출상개전PBL교학，유가능진일보제고교학질량。
Objective To explore the value of problem-based learning (PBL) in the teaching of dizziness diagnostics for further-studying physicians of neurology. Methods Twenty further-studying neurologists at Beijing Tiantan Hospital were randomized into PBL group and traditional lecture-based learning (LBL) group. After the courses, an examination was performed to compare teaching effect between groups. Results The PBL group achieved a signiifcantly (P<0.05) higher score than the LBL group for case analysis and total points. The performance in theoretical knowledge tests was slightly better for the PBL students, but without statistical difference between groups (P>0.05). Conclusion PBL is effective in teaching of dizziness diagnostics for further-studying physicians, which can foster clinical thinking and problem-solving ability of students. A preparatory training in literature retrieval and basic knowledge maybe further improve the quality of PBL teaching practice.