PBL结合LBL在临床诊断学心脏检查教学中的应用

目的 探讨教师授课为主的教学方法（lecture based learning，LBL）结合以问题为基础的教学方法（problem based learning，PBL）在临床诊断学心脏检查教学中的应用。方法 昆明医科大学第二临床医学院2014级全科医学班学生108人，随机分为LBL组（55人）和LBL+PBL组（53人）。通过综合平时成绩，技能考核成绩和问卷调查的方式评价两种教学方法在临床诊断学心脏检查教学中的应用效果。结果 综合平时成绩和技能考试成绩PBL+LBL组高于LBL组(P<0.05)差异有统计学意义。在激发学习兴趣方面， PBL+LBL组的学生中有90.6%认为帮助大，而LBL组只有74.5%认为帮助大（P<0.05）。分析解决问题能力方面:PBL+LBL组学生认为帮助程度大的占88.7%，LBL组学生认为帮助程度大的占72.7%（P< 0.05）。结论 PBL+LBL教学方法较LBL教学方法在诊断学心脏检查教学中有一定优势，且能激发学生学习兴趣和帮助学生形成分析解决临床问题的能力。

Application of lecture based learning plus problem based learning method in instruction of cardiac physical examination in clinical diagnostics

AIM To probe the application of combining lecture based learning (LBL) and problem based learning (PBL) in instruction of cardiac physical examination in clinical diagnostics. METHODS A total of 108 students (Grade 2014) majoring in general medicine in Kunming Medical University were randomly divided into LBL group (n=55) and PBL+LBL group (n=53). Statistical analysis was used to compare the results of tests and questionnaires between the two groups. RESULTS The students in the PBL+LBL group achieved much higher test scores than the students in the LBL group (P<0.05). The questionnaire survey showed that the learning interest motivation and clinical problem solving ability in the PBL+LBL group were much higher than those in the LBL group (90.6% vs. 74.5%; 88.7% vs. 72.7%, both P<0.05). CONCLUSION PBL+LBL method is superior to LBL in instruction of cardiac physical examination in clinical diagnostics.