摘要
目的探究PBL联合CBL教学模式在血管外科见习教学中的价值。方法该研究选择2012级在血管外科的见习学生,抽取80名学生,按着采用随机数字表法,将其随机分为观察组和对照组,分别行PBL联合CBL教学模式以及传统的教学模式,比较两组学生的理论考试成绩以及对病历的分析能力。结果两组学生的理论考试成绩,在优良及格的评估上,两者差异无统计学意义(P>0.05);观察组学生共有38名学生考试及格,其及格率为95%,对照组共有32名学生考试及格,其及格率为80%,两者差异有统计学意义(χ2=10.286,P=0.002)。结论 PBL联合CBL教学模式应用于血管外科教学中,可以有效的调动学生的学习性同时使同学克服畏难情绪,在一定程度上可以提高创新能力和实践能力,并且有助形成良好的临床思维模式。
Objective Exploration of PBL PBL joint value in vascular surgery probation teaching. Methods In this study, 2012 student trainee in vascular surgery to extract 80 cases of students, according to a random number table, randomly divided into observation group and control group, respectively, combined with CBL line PBL teaching mode and traditional teaching mode, the comparator two groups of students theoretical examinations and medical records analysis capabilities. Results Two groups of students theoretical test scores on the assessment good pass, the difference was not significant, was not statistically significant （P〉 0.05）; group of students observed a total of 38 students passed the examination, the passing rate was 95% in the control group a total of 32 students passed the examination, the pass rate was 80%, the difference is significant（χ2=10.286, P=0.002）, statistically significant（P〈0.05）. Conclusion PBL joint CBL teaching model used in vascular surgery teaching, can effectively mobilize students＇ learning of the students while overcoming the fear of hardship, to a certain extent, can improve the innovation and practical ability, and help create a good clinical thinking.
出处
《中国卫生产业》
2016年第11期95-97,共3页
China Health Industry
基金
齐齐哈尔医学院教育科学研究课题
课题名称:PBL与CBL教学方法在血管外科临床见习中的应用(JY20141094)
关键词
PBL
CBL
血管外科
PBL
CBL
PBL
CBL
Cardiovascular Surgery
