摘要
目的探究外科临床教学中不同PBL教学模式的应用效果。方法选取我校2015年1月至2016年6月在校的60名医学生为研究对象,采用电脑随机分组方式,将其平均分为研究组与对照组,各30名。对照组采用传统PBL教学模式,研究组采用非经典PBL教学模式,对比两种教学模式的效果。结果研究组医学生的自主学习能力、查阅能力、分析能力和总结能力评分分别为(92.4±4.3)、(95.2±3.5)、(90.4±5.4)、(93.5±4.3)分,均显著高于对照组的(81.5±5.8)、(83.7±6.5)、(81.3±8.6)、(85.3±5.1)分,差异均具有统计学意义(P<0.05)。研究组教学的满意度为100.0%,对照组为86.7%,研究组明显高于对照组,差异均具有统计学意义(P<0.05)。结论外科临床教学中,采用非经典PBL教学模式,效果显著,值得广泛推广。
Objective To explore the effects of different PBL teaching modes in clinical teaching of surgery.Methods A total of 60 medical students in our school from January 2015 to June 2016 were selected as the research subjects and divided into study group and control group according to the computer random grouping method,with 30 students in each group.The traditional PBL teaching model was performed in the control group;while the non-classical PBL teaching model was adopted in the study group.The effects of two PBL teaching modes were compared.Results The students'autonomous learning ability,access ability,analysis ability and summary ability scores in the study group were respectively(92.4±4.3),(95.2±3.5),(90.4±5.4),(93.5±4.3),whichweresignificantlyhigherthan(81.5±5.8),(83.7±6.5),(81.3±8.6),(85.3±5.1)inthe control group,the differences between the two groups were statistically significant(P<0.05).The satisfaction of the study group was 100.0%,which was higher than 86.7%of the control group,the difference was statistically significant(P<0.05).Conclusion The effect of the non-classic PBL teaching model in the surgery clinical teaching is remarkable,and it is worth popularizing.
作者
魏增永
WEI Zengyong(Yulin Health School,Yulin 719000,China)
出处
《临床医学研究与实践》
2018年第1期189-191,共3页
Clinical Research and Practice
