摘要
目的文章以脊柱外科的脊柱感染的PBL案例为例,初步比较PBL案例教学法与传统教学法在脊柱外科教学中的应用与价值。方法选取2019年10—12月在本科室实习生80名,随机等分为PBL组及传统教学组,对比两组成绩、自评水平及教学满意度。结果和传统教学组相比,PBL组在理论能力成绩、操作能力成绩、理论能力自评、操作能力自评、自我学习能力、合作能力和教学满意度等方面得分显著提升(P<0.05),但在师生互动评分方面组间差异无统计学意义(P>0.05)。结论PBL教学应用于脊柱外科不但有助于提高教学效果,提高学生自主学习和团队协作等综合能力。
Objective A spinal infection case was used for the current study as a PBL case example,and a comparison between PBL and conventional teaching method was made,aiming to analyze the advantage of PBL in spinal surgery teaching practice.Methods 80 intern medical students in our department between October and December 2019 were included.The interns are randomly divided into PBL group and conventional group.A comparison of the objective scores,self-assessment level and teaching satisfaction of were made between the two groups.Results Compared with the conventional group,the PBL group scored significantly higher in objective scores in academic ability,operational ability,self-assessed academic and operational ability,self-learning ability,cooperation ability and teaching satisfaction(P<0.05).However,the score of teacher-student interaction was no significance between two group(P>0.05).Conclusion The application of PBL teaching method in spinal surgery can improve the teaching effect as well as the students'comprehensive ability of self-study and cooperation。
作者
单治
刘军辉
赵凤东
SHAN Zhi;LIU Junhui;ZHAO Fengdong(Orthopaedic Department,Sir Run Run Shaw Hospital,Zhejiang University,Hangzhou Zhejiang 310000,China)
出处
《中国继续医学教育》
2021年第20期38-42,共5页
China Continuing Medical Education
