CAJ | 학술논문

目的：探讨PBL教学模式在呼吸内科临床教学中的应用效果。方法：选取2012年临床专业毕业在我院实习的200名学生，将学生随机分为两组，观察组学生100名，对照组学生100名。对照组学生接受传统教学。观察组学生在传统教学方法的基础上接受PBL教学。结果：观察组基础成绩和对照组基础成绩比较（P>0.05）无统计学意义，而观察组综合成绩明显优于对照组，（P<0.05）有统计学意义。结论：PBL教学模式在呼吸内科临床教学中能取得较好的教学效果，值得推广应用。
목적：탐토PBL교학모식재호흡내과림상교학중적응용효과。방법：선취2012년림상전업필업재아원실습적200명학생，장학생수궤분위량조，관찰조학생100명，대조조학생100명。대조조학생접수전통교학。관찰조학생재전통교학방법적기출상접수PBL교학。결과：관찰조기출성적화대조조기출성적비교（P>0.05）무통계학의의，이관찰조종합성적명현우우대조조，（P<0.05）유통계학의의。결론：PBL교학모식재호흡내과림상교학중능취득교호적교학효과，치득추엄응용。
Objective: To explore the application effect of PBL teaching model in respiratory medicine clinical teaching. Method:Selecting 200clinical graduation students practicing in our institute in 2012 and then students were randomly divided into two groups, 100 students in the observation group, and the other 100 students in the contrast group. The students in the control group received traditional teaching. The observation group received PBL teaching students based on traditional teaching method. Result: There is no statistical significance to contrast the fundamental knowledge between observation group students and contrast group students (P>0.05), while the comprehensive ability of contrast group students is obviously good than observation group students (P<0.05), it has statistical significance. Conclusion:PBL teaching model can achieve better teaching effect in the clinical teaching of respiratory department of internal medicine, it is worthy of popularization and application.