PBL教学在肝胆外科专业型研究生教学中的实践研究

目的 探讨以问题为基础的学习（problem based learning，PBL）在肝胆外科专业学位研究生教学中的应用效果。方法 将重庆医科大学附属第一医院肝胆外科接收的同一年级共60名专业学位研究生作为研究对象，学生随机分为PBL组和传统授课（lecture-based learning，LBL）组，对比PBL组和LBL组的培训效果。采用SPSS 25.0统计软件进行t检验和卡方检验。结果 PBL组学生在培训期间笔试成绩（90.3±4.5）分 vs. （85.2±7.1）分，P<0.05]、技能操作成绩（92.3±4.9）分 vs. （86.3±7.9）分，P<0.05]，以及学生所表现出的科研能力、临床能力、组织能力、查阅文献能力、协同合作能力、语言表达能力等综合能力（85.0±7.5）分 vs. （73.0±9.1）分，P<0.05]均较LBL组明显提高，总评成绩也较LBL组更高（90.2±3.2）分 vs. （83.3±3.9）分，P<0.05]。同时，PBL组学生的满意度较LBL组更高（83.3% vs. 56.7%）。结论 在专业学位研究生教学中应用PBL教学可提高教学质量。

Application of problem-based learning in the teaching of professional postgraduate students in hepatobiliary surgery: a practical study

Objective To investigate the application effect of problem-based learning (PBL) in the teaching of professional postgraduate students in hepatobiliary surgery.Methods A total of 60 professional postgraduate students in the same grade who were accepted by Department of Hepatobiliary Surgery, The First Affiliated Hospital of Chongqing Medical University, were selected as research subjects. The students were randomly divided into PBL teaching group and lecture-based learning (LBL) teaching group, and the training effect was compared between the two groups. SPSS 25.0 software was used for t test and chi-square test.Results Compared with the LBL group, the PBL group had significantly higher scores of written examination (90.3±4.5) vs. (85.2±7.1), P<0.05] and skill examination (92.3±4.9) vs. (86.3±7.9), P<0.05] and significantly better comprehensive abilities such as scientific research ability, clinical ability, organizing ability, literature review, collaboration and cooperation, and language expression (85.0±7.5) vs. (73.0±9.1), P<0.05], as well as a significantly higher overall evaluation score (90.2±3.2) vs. (83.3±3.9), P<0.05]. The PBL group also had a higher degree of satisfaction than the LBL group (83.3% vs. 56.7%).Conclusion Application of PBL in the teaching of professional postgraduate students can improve the quality of teaching.