网络环境下的PBL教学法在急诊教学中的应用

目的研究采用网络教学和以问题为基础的教学（PBL）相结合的方法在急诊教学中的应用效果。方法采用随机抽样法将学生分成2组。对照组30名学生在教学中采用传统的教学法进行教学，观察组30名学生在教学中采用网络教学和PBL教学相结合的方法进行教学，2组的教学内容为急诊常见的急性冠脉综合征、上消化道出血与心肺复苏。比较2组学生理论考试、技能考核成绩，调查学生对网络教学和PBL教学相结合方法的认可程度。结果观察组急性冠脉综合征、上消化道出血与心肺复苏的理论考试成绩分别为85．4±8．6、86．2±7．9和83．5±9．4分，心肺复苏技能成绩为80．9±9．1分。对照组的成绩分别为79．5±9．6、81．4±8．4和77．6±9．6分，心肺复苏技能成绩为74．3±9．5分，与观察组相比有显著性差异（P〈0．05）。96．7％的学生喜欢PBL网络教学和PBL相结合教学法。结论网络教学和PBL相结合教学法能够提高学生的学习兴趣，促进实践能力培养，加深知识的理解和记忆，提高教学质量，培养学生的团队精神。

Application of PBL to Emergency Medicine Teaching in Web-based Environment

Objective To study the effects of problem- based learning （PBL） with web - based learning environment in emergency medicine teaching. Methods Sixty students were randomly divided into two groups： control group （n=30） was taught by traditional teaching method and experimental group （n = 30） by PBL with web - based learning environment. Teaching contents were acute coronary syndrome, upper gastrointestinal bleeding and cardiopulmonary resuscitation. The outcomes of theoretic examination and technique examination were compared between the two groups, and teaching effects were investigated. Results The theoretic result about acute coronary syndrome, upper gastrointestinal bleeding and cardiopulmonary resuscitation was 85.4 ± 8.6, 86.2 ± 7.9, and 83.5 ± 9.4 scores in experimental group, 79.5 ± 9.6, 81.4 ± 8.4, and 77.6 ± 9.6 scores in control group, respectively. The technique result about cardiopulmonary resuscitation was 80.9 ± 9.1 scores in experimental group and 74.3 ±9.5 scores in control group（ P〈 0.05）. The PBL teaching method was approved by 96.7 % of students. Conclusions The PBL in web - based learning environment could encourage the study interest of students, elevate the ability of practice, strengthen the comprehension and memory of knowledge, improve the quality of class teaching, and cultivate team spirit.