运用以问题为基础学习教学方法进行哮喘疾病教学的探索

目的探讨以问题为基础学习（problem—basedlearning，PBL）教学方法的效果。方法选择我校2001级七年制临床医学专业58名学生为研究对象，分为实验组和对照组。教学内容为内科学中的支气管哮喘疾病。实验组28名学生，采用PBL教学方法；对照组30名学生，采用传统教学方法。对两组学生在授课前后就有关哮喘疾病知识进行问卷调查，并比较两组学生期末考试成绩。结果哮喘疾病知识问卷调查学生得分情况：授课前实验组学生得分明显优于对照组学生（P〈0．05），授课后两组学生得分无明显统计学差异（P〉0．05）；授课后两组学生得分明显优于授课前（P〈0．05）。期末考试病例试题成绩，实验组学生优于对照组学生（P〈0．05）。结论两种授课方法均能提高医学生对哮喘疾病知识的掌握，但是PBL教学方法可以增强医学生对临床病例的远期综合分析能力。

The new approaching on problem-based learning method in teaching asthma for medical students

Objective To approach a problem-based learning method for teaching asthma and as-sess its teaching effect. Methods 58 medical students take part in the test. They are divided into two groups in PBL group and non-PBL group respectively. The 28 students in PBL group are taught by PBL method. The 30 students in non-PBL group received the traditional teaching method. Before and after the both classes, we prepare a questionnaires on asthma for the two groups, also the scores of final examination are compared as well. Results As to the scores of questionnaires, the students in PBL group are signifi- cantly higher than the other one before class (P<0.05) , but there are no difference after class (P> 0.05); the scores after class are gotten significantly higher than that before class in both groups (P< 0.05). In the final examination, the scores of the students in PBL group are much better than non-PBL group on the case analysis. Conclusions Both of the two teaching methods could help students to master the key points of asthma. PBL method might enhance students'ability on case analysis in the long-term ef- fectiveness.