摘要
目的探讨多媒体技术联合以问题为基础的学习(PBL)、以案例为基础的学习(CBL)教学法在肾内科临床教学中应用的效果。方法选取2017年10月-2018年10月在广医五院实习的48名广州医科大学康复医学系本科实习生,随机分为试验组及对照组,每组各24例。试验组采用多媒体联合PBL、CBL教学法,对照组采用授课为基础的学习(LBL)教学法,通过教学考核成绩和问卷调查比较两组教学效果。结果试验组的教学考核成绩包括理论考核、病历书写、病例分析能力的成绩明显优于对照组(P<0.05),而两组体格检查成绩比较无统计学差异;问卷调查包括对该教学方法满意度、学习积极性及兴趣、学习效率及自学能力、分析问题及解决问题能力、团结合作能力、临床思维模式的建立、知识的理解、查阅文献能力、希望在今后的实习中使用均优于对照组(P<0.05)。结论多媒体联合PBL、CBL教学法明显优于传统的LBL教学法,有助于临床实习医师临床思维和临床实践能力的培养。
Objective To explore the effect of multimedia technology combined with problem-based learning(PBL)and case-based learning(CBL)in clinical teaching of nephrology.Methods From October 2017 to October 2018,48 undergraduate interns from the department of rehabilitation medicine of Guangzhou Medical University were selected and randomly divided into the experimental group and the control group,with 24 in each group.The experimental group adopted multimedia combined PBL and CBL teaching method,while the control group adopted lecture-based learning(LBL)teaching method.Results The experimental group was better than the control group in the teaching evaluation results including theory examination,medical history writing,case analysis(P<0.05),there was no statistical difference in physical examination scores between the two groups;as well as questionnaire survey including the satisfaction of the teaching methods,learning motivation and interest,the learning efficiency and self-study ability,the establishment of the clinical thinking mode,team cooperation ability,ability to analyze and solve problems,the understanding of the knowledge,literature review ability,use in the future teaching(P<0.05).Conclusion Multimedia combined PBL and CBL teaching method is obviously better than the traditional LBL teaching method,which is conducive to the cultivation of clinical thinking and clinical practice ability of clinical interns.
作者
邱瑞华
严跃红
严清华
程全伟
龚艳晖
QIU Ruihua;YAN Yuehong;YAN Qinghua;CHENG Quanwei;GONG Yanhui(Department of Nephrology,The Fifth Affiliated Hospital of Guangzhou Medical University,Guangzhou Guangdong 510700,China)
出处
《中国继续医学教育》
2020年第32期23-27,共5页
China Continuing Medical Education
基金
广州医科大学教育科学“十三五”规划课题(201717430)。
