以问题为基础学习结合角色扮演教学方法在传染病学临床见习教学中的应用

目的 评价以问题为基础学习(problem-based learning,PBL)结合角色扮演教学方法在传染病学临床见习教学中的应用效果.方法 将中山大学2005级五年制临床医学专业279名学生随机分为实验组与对照组,分别采用PBL结合角色扮演教学方法和传统教学方法,比较传染病学临床见习理论考核与临床技能考核成绩,并对实验组学生实施问卷调查.结果 实验组学生见习考核成绩明显高于对照组,其差别具有统计学意义.实验组中有92.7%的学生赞成新的教学方法.结论 PBL结合角色扮演教学方法提高了传染病学临床见习教学质量,有着较好的应用前景.

Abstract：

Objective Outcome evaluations of problem-based learning (PBL) and role playing on the clinical probation of communicable diseases. Methods 279 students from grade 2005 of clinical medicine major were divided into two groups. The intervention group participated in instruction of PBL incorporating role playing, while the control group accepted traditional instruction of communicable diseases. Instructors received and compared information from theoretical test scores before and after clinical probation,clinical technique test scores and answers to questionnaire. Results The theoretical and clinical technique test scores after clinical probation in intervention group were significantly higher than that of control group.92.7% students in intervention group preferred to the new type of instruction. Conclusions Problembased learning incorporating role playing helped to improving the quality of clinical instruction and deserved further use.     

神经病学见习中以问题为基础学习与床边学习两种教学方法的比较研究

目的 比较以问题为基础学习(problem-based learning,PBL)和床边学习(bedsidebased learning,BBL)两种教学方法在神经病学见习中培养医学生临床思维能力的效果.方法 选择2009年9月~2009年10月在广州医学院第一附属医院见习神经病学并由专人带教的2006级临床医学专业70名本科学生为研究对象,将其随机分为PBL组(34人)和BBL组(36人),分别采用PBL教学方法和BBL教学方法进行带教,并在1个月后进行临床思维能力和理论知识的考核.结果 PBL组和BBL组学生见习时答题正确率的差异无统计学意义;见习1个月后,PBL组学生临床思维能力考核成绩(t=2.346,P=0.022)及总成绩(t:2.329,P=0.023)均高于BBL组学生,其差异均具有统计学意义;两组学生理论考试成绩之间的差异无统计学意义(t=1.164,P=0.248).结论 本研究发现,PBL教学方法对于学生神经病学临床思维能力培养的效果优于BBL教学方法,能够从多方面提高学生的素质,是一种值得推广的教学方法.     

急诊医学教学中两种教学方法实施效果的比较研究

目的 比较以问题为基础学习(problem-based learning,PBL)结合智能化计算机模拟教学与传统的以授课为基础学习(lecture-based learning,LBL)两种教学方法在急诊医学教学中的应用效果.方法 以大连大学医学院2006级五年制临床医学专业1班和2班49名学生为研究对象,1班25名学生为对照组,2班24名学生为实验组.两组学生在年龄、性别、基础文化程度、专业知识掌握等方面差异无统计学意义.针对心肺脑复苏章节的急诊教学,对照组采用LBL教学方法;实验组采用PBL结合智能化计算机模拟教学方法.教学结束后,采用问卷调查、理论及操作技能考核等主客观评价方法共同评价教学效果.结果 与对照组学生比较,实验组学生在教学中能够主动提出问题,积极参与讨论,发言踊跃,课堂气氛活跃.调查结果显示,学生对PBL结合智能化计算机模拟教学方法满意度高于LBL教学方法.比较两组学生的考试成绩,无论是理论测试还是操作技能考核,实验组学生的成绩均明显优于对照组学生(P<0.05).结论 PBL结合智能化计算机模拟教学比LBL教学更能够增加学生学习的兴趣,加深学生对知识的理解和记忆,增进团体协作精神,并且能够更好地培养学生急诊医学思维和解决临床问题的能力,显著提高了急诊医学的教学效果.

Abstract：

Objective To evaluate the application effects of problem-based leaning (PBL) combined with intelligent simulation teaching and lecture-based learning (LBL) in course of cardio-pulmonary-cerebral resuscitation of emergency medicine. Methods Using 49 undergraduate students of grade 2006, five-year clinical medicine in Medical School of Dalian University as the object of research, and class 1 (n=25) for control group, class 2(n=24) for experimental group. The students of control group were taught by traditional LBL teaching method, and experimental group were taught by PBL combined with intelligent computer simulations teaching method. The teaching effect was evaluated by using the results of questionnaire survey and theory examination skills and operating skills together. Results Compared with controls group, the students of experimental group were able to question actively and participate in discussions, spoken enthusiastically, and active atmosphere. The results of students' questionnaires showed that satisfaction of students for PBL combined with intelligent simulation teaching method were better than LBL teaching method. Test scores, either in theory or skills assessment test experimental results are better than control group (P<0.05). Conclusions Compared with traditional LBL teaching method, PBL combined with intelligent simulation teaching method can increase students' interest in learning, deepen understanding and memory of the knowledge, enhance team spirit and bring up ability to emergency medicine clinical thinking and solving practical problems, and improve the teaching effect of emergency medicine greatly.     

以问题为基础学习结合病案讨论教学法在普通外科学见习教学中的应用

Objective To investigate the application effect of 4 teaching methods, traditional teaching method, problem-based learning (PBL), case-based discussion and PBL combined with casebased discussion in clerkship teaching of general surgery. Methods One hundred and thirty-two clinical probationers of grade 2003 and 2004 were divided into 4 groups (33 in each group). Four teaching methods were applied respectively. Performance records of theoretical test, clinical skill assessments and questionnaires were analyzed statistically at the end of clerkship. Results The results of PBL and case-based discussion teaching were superior to traditional teaching ( P ＜ 0.05 ). And the result of PBL combined with case-based discussion teaching was superior to the others (P ＜0.05). Conclusions PBL combined with case-based discussion teaching method can stimulate clinical probationers' learning interests, promote the training of clinical thinking and elevate their learning efficiency.     

以问题为基础学习结合病案讨论教学法在普通外科学见习教学中的应用

Objective To investigate the application effect of 4 teaching methods, traditional teaching method, problem-based learning (PBL), case-based discussion and PBL combined with casebased discussion in clerkship teaching of general surgery. Methods One hundred and thirty-two clinical probationers of grade 2003 and 2004 were divided into 4 groups (33 in each group). Four teaching methods were applied respectively. Performance records of theoretical test, clinical skill assessments and questionnaires were analyzed statistically at the end of clerkship. Results The results of PBL and case-based discussion teaching were superior to traditional teaching ( P ＜ 0.05 ). And the result of PBL combined with case-based discussion teaching was superior to the others (P ＜0.05). Conclusions PBL combined with case-based discussion teaching method can stimulate clinical probationers' learning interests, promote the training of clinical thinking and elevate their learning efficiency.     

改革神经病学理论考试方法检验以问题为基础学习教学效果

为了检验以问题为基础学习教学方法在神经病学理论教学中的应用效果并测试学生的临床思维能力,北京大学第三医院神经内科学教研组对神经病学考试出题思路、题目设计及题库建设进行了改革,使得理论考试更贴近于解决临床问题的过程.实践证明,这种基于真实临床病例资料精心设计的考试,符合以问题为基础学习教学方法的需要,有助于提高学生对神经病学理论知识的掌握和临床思维能力的培养,而且不加重学生的学习负担.

Abstract：

Neurology is a clinical subject which is highly theoretical and logical. Problem-based learning was applied in neurology. But traditional examination could not adapted to this teaching method.Examination reform was carried out in the Third Hospital of Peking University hoping to test students' abilities of clinical thinking. The examination based on real data of clinic was consistent with the process of resolving true clinical problems, and could promote the practical ability of students without adding their learning burden.     

以学习小组为基础的问题讨论式教学方法探讨

目的 寻求更好的系统解剖学教学方法.方法 将泰山医学院2008级本科护理学专业(麻醉护理与重症监护方向)1班和2班109名学生分为实验组和对照组,实验组采用以学习小组为基础的问题讨论式教学方法,对照组采用传统的教学方法讲授系统解剖学.课程结束后,两组学生采用相同的试题进行闭卷考试,并对实验组学生进行问卷调查.结果 实验组学生考试成绩的及格率和优秀率均高于对照组学生,差异具有统计学意义(P<0.05);实验组95.0%以上的学生对以学习小组为基础的问题讨论式教学方法持肯定态度.结论 以学习小组为基础的问题讨论式教学方法优于传统教学方法.

Abstract：

Objective To seek the better teaching methods in the teaching course of systematic anatomy. Methods The subjects of 109 nursing students were divided into the trial group and the control group. The "problem-disscuss" teaching method based on learning groups was performed in the trial group while the traditional teaching method was done in the control group. After the course of systematic anatomy was finished, the two groups were tested with the same test paper,and the trial group were investigated.Results The testing result of the trial group was higher than that of the control group. There was significant difference between the two groups (P<0.05), and 95. 0% students approved the " problem-disscussion" teaching method based on learning groups. Conclusions The " problem-disscussion" teaching method based on learning groups was superior to the traditional teaching method.     

诊断学教学中医学生临床思维能力培养的探索

Objective For the current shortcomings in clinical probation of diagnostics, cussed the effect of case-based teaching in practicing lessons of diagnostic was discussed. Methods 130 students were randomly divided into two groups. 66 students in the experimental group were used case-based teaching,64 students in the control group were used traditional teaching. A comparison was made between the two groups in terms of the scores. Results It showed that there were no significant differences in scores of diagnostics, including the scores of histories, physical examination, samples between the experimental group and the control group. The scores of theories, case-analyzing and total scores obtained by experimental group were higher than those by the control group, P ＜ 0.05. The questionnaires showed that the casebased teaching was welcome by the students. The manner' s satisfactions was 84.4%, 12.5% ,3.1%.Conclusions The methods of case-based teaching helped the students well understand and master the contents of physical and laboratory diagnostics, enhance the ability of clinical thinking as well as promoting the teaching qualities of diagnostics.     

以问题为基础学习教学方法在护理学专业健康评估课程中的应用

目的 探讨以问题为基础学习(problem-based learning,PBL)教学方法在护理学专业健康评估课程中的应用效果.方法 采取整群抽样的方法,对某大学护理学本科专业33名学生的健康评估课程实施PBL教学方法,课后进行问卷调查.结果 学生对PBL教学方法的各项评价指标中,"有利于评判性思维的培养"、"有助于充分调动小组学生参与的积极性"两个项目的中位数为4,其余各项目的中位数均为5.学生对导师的评价中,认为导师"只有在恰当的时候才进行干预"、"在学生讨论中给予了足够的指导"以及"对小组每一名学生都给予了关注"三个项目的中位数为4,其余各项目的中位数均为5.结论 PBL教学方法有助于学生对健康评估课程相关知识的学习,有助于学生评判性思维能力以及团队精神的培养.

Abstract：

Objective To evaluate the effects of problem-based learning(PBL) in the health assessment course. Methods Cluster sampling was used to select 33 nursing students and PBL method was employed in the health assessment course. Results Among the evaluation for PBL teaching, the media in favor of the critical thinking and the enthusiasm of the students are 4, other items are 5. Among the evaluation of the teacher, the media of the optimal timing intervene and enough teaching are 4, and other items are 5. Conclusions PBL is favor of knowledge learning and critical thinking for students.     

以问题为基础学习教学方法在局部解剖学实验教学中的应用

目的 探讨以问题为基础学习(problem-based learning,PBL)教学方法在局部解剖学实验教学中的应用价值,以提高教学质量.方法 以湖北民族学院医学院2009级临床医学专业本科1班、2班为实验组,3班、4班为对照组.实验组采用PBL教学方法,对照组采用传统的以教师讲授为主的教学方法.分析比较两组学生的考试成绩,评价以问题为基础学习教学方法的实施效果.结果 比较实验组与对照组学生的客观题考试成绩,差异无统计学意义(P＞0.05);比较病例分析题考试成绩,差异具有统计学意义(P＜0.05).结论 PBL教学方法能够激发学生的学习兴趣,培养学生的综合能力,有利于学生学习观念的转变,提高了学生分析和解决问题的能力.

Abstract：

Objective To explore the practical value of problem-based learning (PBL) teaching method in regional anatomy experiment teaching to improve teaching quality. Methods Took 2 classes of clinical undergraduates grade 2009 as experimental group and 2 classes as control group in medical school. PBL is applied in experimental group, while traditional teaching method (teacher-centered) is adopted in control group. Results There was little difference between the experimental group's scores of objective items in the exams and those of control group(P>0.05), while striking difference appears between the two groups in their scores of case analysis(P<0.05). Conclusions PBL teaching method could arouse students' interest in study, develop students' comprehensive abilities, prompt students' attitude change toward study and improve students' abilities in analyzing and solving problems.     

问题导向联合任务驱动教学法对神经科见习医生临床思维能力的教学效果

目的：探讨问题导向（PBL）联合任务驱动教学法（DOL）对神经科见习医生临床思维能力的教学效果。方法：将2009年9月至2009年10月在本院见习神经科的广州医学院2006级临床系本科生183人随机分为实验组（93人）和对照组（90人）,分别以PBL＋DOL法及传统教学法（TTM）带教,1月后进行临床思维和理论考核。结果：实验组在见习时答题准确率高于对照组（P=0.026）;见习1月后实验组临床思维考核成绩（P=0.013）、理论考试成绩（P=0.033）及总成绩（P=0.007）均高于对照组。结论：PBL联合DOL对神经科见习医生临床思维能力的教学效果好于TTM,是一种值得推广的教学方法。     

PBL在消化内科见习课中的应用

目的七年制医学生消化内科见习课中引入以问题为基础的学习（Problem—based learning,PBL）,探讨其实践方法和教学效果。方法对七年制医学生分别进行传统教学（胃肠道疾病）和PBL教学（肝胆疾病）,通过理论考核和问卷调查的方法评价教学效果。结果①理论考试成绩差异无统计学意义（P〉0．05）;②PBL教学受到学生的普遍欢迎,提高了学生学习积极性,学生在自学能力、归纳总结能力以及临床思维能力培养等方面获益匪浅。结论在消化内科见习课中开展PBL教学是可行的,有助于提高教学效果,应在今后的工作中加以推广。     

PBL联合案例教学在护理本科《内科护理学》教学中的应用

目的探讨PBL联合案例教学法在护理本科《内科护理学》中的教学效果。方法 2008级护理双语班本科生57人随机分为实验组(28人)和对照组(29人),分别以PBL联合案例教学法及传统教学法(TBL)组织教学,实验结束后进行实践考核和理论考试。结果在实践考核、理论考试成绩及理论考试中理解型和应用型题的成绩方面,实验组优于对照组(P<0.01),而理论考试中记忆型题的得分两组间无统计学差异(P>0.05)。结论 PBL联合案例教学法在护理本科《内科护理学》的教学中取得了满意的教学效果,值得推广。     

联合文献教学法在神经病学规范化培训医师的应用

目的:探索以案例为基础的教学法（CBL）和以问题为基础的教学法（PBL）分别联合文献教学法中更适合临床神经病学规培医师的教学方法。方法:选择蚌埠医学院第一附属医院神经内科收录的规培医师共30人,随机分为2组,各15人,其中对照组应用PBL联合文献教学法进行教学,观察组则应用CBL联合文献教学法,教学内容选自第7版人民卫生出版社《神经病学》教材,为期10月,教学结束后,对2组规培医师进行临床知识考核和科研能力比较。结果:观察组规培医师的笔试成绩、病例分析成绩、临床技能操作成绩及科研能力均高于对照组（P<0.05~P<0.01）。结论:CBL联合文献教学法更适合神经病学规培医师的教学。     

PBL结合案例教学在泌尿外科见习教学中的实践

目的探讨采用PBL结合案例教学在三年制高职临床专科医学泌尿外科见习教学中的效果。方法选取在石嘴山市第二人民医院见习的宁夏医科大学高职临床专科班2015级1班45名和2016级2班37名学生为研究对象,每班分为4个小组,再从每班抽取2个小组进行分组教学,实验组(42名)采用PBL结合案例教学进行教学,对照组(40名)采用传统临床见习教学方法进行教学,对两组学生在泌尿外科见习成绩和效果进行问卷调查。采用SPSS 16.0进行t检验。结果实验组和对照组学生的理论考试成绩,差异无统计学意义(P>0.05);两组学生的病史采集、体格检查、实践技能成绩及总成绩比较,实验组高于对照组,差异有统计学意义。见习效果问卷调查结果显示,实验组教学可明显调动学习积极性,提高参与教学意识,提高自学能力,提高信息获取能力,培养创新能力,提高分析解决问题能力及提高团队意识,差异有统计学意义(P<0.05)。结论在泌尿外科见习教学中,采用PBL结合案例教学有利于提高学生学习成绩、见习效果与综合实践能力,在临床教学中有推广价值。     

PBL与传统教学法在眼科见习教学中的比较

目的：对比PBL与传统教学法在眼科见习教学中的授课效果。方法：选取新乡巨学院2006级临床医学本科专业86名学生,按见习过程中接受PBL教学或传统教学方法分为试验组（43名）和对照组（43名）,见习结束后进行授课评价。结果：试验组每人问题回答次数为（0．7±0.3）次、学习的兴趣程度得分为（2．6±0．5）分、教学的满意度得分为（2．8±0．4）分、模拟诊断考核得分为（7．6±1．0）分,对照组每人问题回答次数为（0．3±0．2）次、学习的兴趣程度得分为（1．7±0．7）分、教学的满：苴度得分为（2.4±0．7）分、模拟诊断考核得分为（6.2±1．5）分,曲组在以上各方面的差异均具有高度统计学意义（P〈0．01）。结论：PBL教学法较传统教学方法可增加学生学习的主动性与兴趣,见习授课效果更好．可作为眼科见习教学过程中一种新型方法积极推广。     

医学微生物学教学中以问题为基础学习与以授课为基础学习教学法的比较研究

目的 探讨以问题为基础学习与以授课为基础学习教学法在医学微生物学教学中的应用效果.方法 选择河南大学医学院2006级和2007级临床医学专业各100名本科学生,分别采用以问题为基础学习和以授课为基础学习教学法进行医学微生物学理论教学.结果 学生的考试成绩表明,以问题为基础学习教学班学生"细菌学"的平均成绩明显高于以授课为基础学习教学班学生,而"病毒学"的平均成绩却明显低于以授课为基础学习教学班学生.结论 两种教学法各有所长,在具体的医学微生物学教学中,只有灵活运用才会获得较好的教学效果.     

PBL教学模式在内科临床见习教学的应用

临床见习是学生接触病人的首要环节，我们采用了以问题为基础的模式进行内科临床见习教学，并在实施该教学方法的具体环节中改革了传统的做法以保证教学质量，实践证明该方法能够增强学生的学习积极性，有利于临床思维能力的培养，不失为一种有效的培养实用型临床人材的教学模式，值得在医学教育中推广。