摘要
目的探讨病例导入式以问题为基础的学习（problem—basedlearning，PBL）在妇产科临床教学中的应用效果。方法根据完全随机设计原则，将2006级80名五年制临床医学专业的学生分为2组（每组40人），分别采用病例导入PBL教学和传统方式教学。采用操作技能考核、理论笔试和问卷调查进行评估；样本率的比较行，检验。结果在理论测试中，病例导入PBL组的学生成绩虽然高于传统教学组，但差异无统计学意义（卡方值0．241，P〉0．05）。在技能操作考核中，病例导入PBL组的学生成绩明显高于传统教学组，差异有统计学意义（卡方值6．229，P〈0．05）。问卷结果显示，在调查项目中除“学习系统性”之外，病例导入PBL组学生的满意度均高于传统教学组。结论病例导入式PBL能提高学生对学习的兴趣，更好地发挥其学习主动性和积极性，提高其实际操作能力、交流沟通能力及自主学习的能力；同时，也能提升青年教师的执教能力。
Objective To explore the effectiveness of applying case leaded PBL in the teach- ing of obstetrics and gynecology. Methods Totally 80 （2006 grade ） five-year clinical medicine students were divided into 2 groups （ n = 20） according to complete randomized designing principle. Case leaded PBL and traditional teaching methods were applied in the two groups respectively. Opera- tion skill test, theoretic examination and questionnaires were used for evaluation andx2was used to ana- lyze the sample rate. Results Overall scores in final theoretic examination of PBL group were higher than those in traditional teaching group, but without significant difference （X2 = 0. 241, P 〉 0.05 ）. Scores of operation skill test were higher in PBL group than in traditional teaching group, with signifi- cant differences （X2 = 6. 229, P 〈 0.05 ）. Questionnaire results showed that satisfaction degree was higher in cases PBL group than in traditional teaching group, except that of ＇ systematical study＇ item. Conclusions case leaded PBL teaching can not only enhance students＇ learning interests, intrigue their initiatives to improve practical ability, skills to communicate with patients and self-learning abili- ty, but also enhance young teachers＇ coaching ability.
出处
《中华医学教育探索杂志》
2012年第12期1235-1238,共4页
Chinese Journal of Medical Education Research
关键词
妇产科学
临床教学
病例导入
以问题为基础的学习
Obstetrics and gynecology
Clinical teaching
Case lead
Problem-based learning
