摘要
目的分析探讨在血液病学实习教学过程中采用PBL与临床路径联合的教学方式所取得的临床效果。方法研究对象选取2014年10月～2015年10月在血液科实习的学生200名,随机分为观察组(100名,采用PBL联合临床路径教学模式)和对照组(100名,采用LBL教学法),比较两组实习生实践、理论、综合的考试成绩以及临床实践能力、团队参与能力、学习兴趣、分析和解决问题的能力和对教学方法的满意程度。结果实习生实践考试成绩、理论考试成绩、综合成绩、临床实践能力、团队参与能力、学习兴趣、分析和解决问题的能力相比较,观察组学生优于对照组学生,观察组学生对教学方法的满意程度(98.00%)高于对照组学生对教学方法的满意程度(72.00%),统计学上有意义(P<0.05)。结论 PBL与临床路径结合的教学模式有效的提高了临床实习生的学习质量,实践的能力和学习的兴趣有效的提升。
Objective To investigate the clinical effect of PBL combined with clinical pathway teaching model in hematology practice teaching. Methods 200 internship students in hematology department from October 2014 to October 2015 were selected and were divided into observation group（n=100, PBL combined with clinical pathway teaching model） and control group（n=100, LBL instructional approach）, to compare the test score of practice, theory and comprehensive of the two groups, clinical practice abilities, team participation abilities, learning interest, ability to analyze and solve problems of the two group. Results The test score of practice, theory and comprehensive of the two groups, clinical practice abilities, team participation abilities, learning interest, ability to analyze and solve problems of observation group were better than those of control group. The degree of satisfaction of teaching method of observation group（98.00%） was higher than that of control group（72.00%）, the difference was statistically significant（P〈0.05）. Conclusion The application of PBL combined with clinical pathway teaching model in hematology practice teaching can improve learning quality, practical abilities and learning interest.
出处
《中国继续医学教育》
2016年第11期14-16,共3页
China Continuing Medical Education
关键词
PBL
临床路径教学
血液病实习教学
临床疗效
PBL
Clinical pathway teaching model
Hematology practice teaching
Clinical effect
