临床病理讨论联合PBL教学模式在耳鼻咽喉头颈外科学教学中的构建与实践

目的通过临床病理讨论(clinical pathological conference,CPC)联合PBL(problem-based learning,PBL)教学模式在耳鼻咽喉头颈外科学教学中的构建与实践,探索适用于耳鼻咽喉头颈外科学教学的新方法。方法选择西南医科大学2016级临床医学专业本科学生为对象,在卓越医师班中随机选择2个班学生,每班学生30人,共60人,分别作为对照组和观察组。其中对照组以传统多媒体方式进行教学,观察组以CPC和PBL联合教学方式进行教学。根据问卷调查评估表、学生反馈满意度调查表和考试成绩,判断教学效果和存在的不足之处。结果观察组学生的考试成绩(92.32±1.69)分,明显高于对照组学生考试成绩(88.37±5.07)分,差异有统计学意义(P<0.05);在满意度方面,观察组为93.3%,高于对照组76.7%,差异有统计学意义(P<0.05)。结论CPC联合PBL教学模式能激发学生学习的兴趣、发挥学生独立思考解决问题的积极性、培养学生的临床思维能力,是一种适合耳鼻咽喉头颈外科理论教学的教学新模式。

The construction and practice of CPC and PBL teaching mode in otolaryngology head and neck surgery teaching

Objective o explore the better and suitable teaching mode for otolaryngology head and neck surgery teaching through the construction and practice of CPC combined with PBL teaching mode.Methods 2 classes(30 students in each class)of outstanding undergraduate physician class of clinical medicine in Southwest Medical University in 2016 were randomly divided into the control group and the observation group.The traditional multimedia mode of teaching and CPC and PBL joint teaching methods were applied to the control group and the observation group,respectively.According to the questionnaire evaluation form,student feedback satisfaction questionnaire and test results,the teaching effect and shortcomings of the new teaching mode were analyzed.Results The average score of the observation group was 92.32±1.69,and the control group was 88.37±5.07.The difference was statistically significant(P<0.05).In terms of satisfaction,the observation group was 93.3%,which was higher than the control group 76.7.The difference was statistically significant(P<0.05).Conclusions CPC combined PBL teaching mode can stimulate students'interest in learning,give play to their independent thinking and problem-solving enthusiasm,and cultivate their clinical thinking ability.This is a new teaching mode suitable for Otolaryngology head and neck surgery.