以问题为基础教学法在卒中后癫痫教学中的应用

目的探讨卒中后癫痫教学过程中应用以问题为基础学习(problem-based learning,PBL)教学法的效果。方法以7年制临床医学专业30名学生作为教学对象,随机分入PBL教学组或以授课为基础学习(lecture-based learning,LBL)的传统教学组。在卒中后癫痫的诊断和治疗过程中分别对两组采用PBL教学法和LBL教学法,以问卷调查方法对两组的教学效果进行评价。结果 PBL教学法与LBL教学法相比,学生在自主学习能力、提出问题能力、解决问题能力、临床思维能力、临床实践能力、医学知识扩展、医患沟通能力、团队合作能力各方面均显著提升。结论 PBL教学法可以提高学生在卒中后癫痫诊断和治疗过程中的临床思维及实践工作能力。

Application of Problem-Based Learning Method in Post-stroke Epilepsy Teaching

Objective To explore the effect of problem-based learning (PBL) in the teaching course of post-stroke epilepsy. Methods A total of 30 7-year-program medical students of clinical medicine were taken as teaching subjects and were randomly divided into PBL group and lecture-based learning (LBL) methods group. PBL and LBL were applied separately into 2 groups during the process of diagnosis and treatment of post-stroke epilepsy, and the effect of these teaching methods were evaluated by questionnaire survey among these students. Results The questionnaire survey showed that PBL method could signiifcantly improve the ability of self-learning, finding problems, solving problems, clinical logistic analysis, clinical practice, extending medical knowledge, communicating and working as a team compared with those who received LBL method. Conclusion The students comprehensive ability of clinical logistic analysis and practice in post-stroke epilepsy has been greatly improved by the application of PBL teaching method.