以问题为基础学习结合病案讨论教学法在普通外科学见习教学中的应用

Objective To investigate the application effect of 4 teaching methods, traditional teaching method, problem-based learning (PBL), case-based discussion and PBL combined with casebased discussion in clerkship teaching of general surgery. Methods One hundred and thirty-two clinical probationers of grade 2003 and 2004 were divided into 4 groups (33 in each group). Four teaching methods were applied respectively. Performance records of theoretical test, clinical skill assessments and questionnaires were analyzed statistically at the end of clerkship. Results The results of PBL and case-based discussion teaching were superior to traditional teaching ( P ＜ 0.05 ). And the result of PBL combined with case-based discussion teaching was superior to the others (P ＜0.05). Conclusions PBL combined with case-based discussion teaching method can stimulate clinical probationers' learning interests, promote the training of clinical thinking and elevate their learning efficiency.     

以问题为基础学习结合病案讨论教学法在普通外科学见习教学中的应用

Objective To investigate the application effect of 4 teaching methods, traditional teaching method, problem-based learning (PBL), case-based discussion and PBL combined with casebased discussion in clerkship teaching of general surgery. Methods One hundred and thirty-two clinical probationers of grade 2003 and 2004 were divided into 4 groups (33 in each group). Four teaching methods were applied respectively. Performance records of theoretical test, clinical skill assessments and questionnaires were analyzed statistically at the end of clerkship. Results The results of PBL and case-based discussion teaching were superior to traditional teaching ( P ＜ 0.05 ). And the result of PBL combined with case-based discussion teaching was superior to the others (P ＜0.05). Conclusions PBL combined with case-based discussion teaching method can stimulate clinical probationers' learning interests, promote the training of clinical thinking and elevate their learning efficiency.     

以问题为基础学习教学方法在局部解剖学实验教学中的应用

目的 探讨以问题为基础学习(problem-based learning,PBL)教学方法在局部解剖学实验教学中的应用价值,以提高教学质量.方法 以湖北民族学院医学院2009级临床医学专业本科1班、2班为实验组,3班、4班为对照组.实验组采用PBL教学方法,对照组采用传统的以教师讲授为主的教学方法.分析比较两组学生的考试成绩,评价以问题为基础学习教学方法的实施效果.结果 比较实验组与对照组学生的客观题考试成绩,差异无统计学意义(P＞0.05);比较病例分析题考试成绩,差异具有统计学意义(P＜0.05).结论 PBL教学方法能够激发学生的学习兴趣,培养学生的综合能力,有利于学生学习观念的转变,提高了学生分析和解决问题的能力.

Abstract：

Objective To explore the practical value of problem-based learning (PBL) teaching method in regional anatomy experiment teaching to improve teaching quality. Methods Took 2 classes of clinical undergraduates grade 2009 as experimental group and 2 classes as control group in medical school. PBL is applied in experimental group, while traditional teaching method (teacher-centered) is adopted in control group. Results There was little difference between the experimental group's scores of objective items in the exams and those of control group(P>0.05), while striking difference appears between the two groups in their scores of case analysis(P<0.05). Conclusions PBL teaching method could arouse students' interest in study, develop students' comprehensive abilities, prompt students' attitude change toward study and improve students' abilities in analyzing and solving problems.     

以问题为基础学习教学方法在护理学专业健康评估课程中的应用

目的 探讨以问题为基础学习(problem-based learning,PBL)教学方法在护理学专业健康评估课程中的应用效果.方法 采取整群抽样的方法,对某大学护理学本科专业33名学生的健康评估课程实施PBL教学方法,课后进行问卷调查.结果 学生对PBL教学方法的各项评价指标中,"有利于评判性思维的培养"、"有助于充分调动小组学生参与的积极性"两个项目的中位数为4,其余各项目的中位数均为5.学生对导师的评价中,认为导师"只有在恰当的时候才进行干预"、"在学生讨论中给予了足够的指导"以及"对小组每一名学生都给予了关注"三个项目的中位数为4,其余各项目的中位数均为5.结论 PBL教学方法有助于学生对健康评估课程相关知识的学习,有助于学生评判性思维能力以及团队精神的培养.

Abstract：

Objective To evaluate the effects of problem-based learning(PBL) in the health assessment course. Methods Cluster sampling was used to select 33 nursing students and PBL method was employed in the health assessment course. Results Among the evaluation for PBL teaching, the media in favor of the critical thinking and the enthusiasm of the students are 4, other items are 5. Among the evaluation of the teacher, the media of the optimal timing intervene and enough teaching are 4, and other items are 5. Conclusions PBL is favor of knowledge learning and critical thinking for students.     

以问题为基础学习结合角色扮演教学方法在传染病学临床见习教学中的应用

目的 评价以问题为基础学习(problem-based learning,PBL)结合角色扮演教学方法在传染病学临床见习教学中的应用效果.方法 将中山大学2005级五年制临床医学专业279名学生随机分为实验组与对照组,分别采用PBL结合角色扮演教学方法和传统教学方法,比较传染病学临床见习理论考核与临床技能考核成绩,并对实验组学生实施问卷调查.结果 实验组学生见习考核成绩明显高于对照组,其差别具有统计学意义.实验组中有92.7%的学生赞成新的教学方法.结论 PBL结合角色扮演教学方法提高了传染病学临床见习教学质量,有着较好的应用前景.

Abstract：

Objective Outcome evaluations of problem-based learning (PBL) and role playing on the clinical probation of communicable diseases. Methods 279 students from grade 2005 of clinical medicine major were divided into two groups. The intervention group participated in instruction of PBL incorporating role playing, while the control group accepted traditional instruction of communicable diseases. Instructors received and compared information from theoretical test scores before and after clinical probation,clinical technique test scores and answers to questionnaire. Results The theoretical and clinical technique test scores after clinical probation in intervention group were significantly higher than that of control group.92.7% students in intervention group preferred to the new type of instruction. Conclusions Problembased learning incorporating role playing helped to improving the quality of clinical instruction and deserved further use.     

以学习小组为基础的问题讨论式教学方法探讨

目的 寻求更好的系统解剖学教学方法.方法 将泰山医学院2008级本科护理学专业(麻醉护理与重症监护方向)1班和2班109名学生分为实验组和对照组,实验组采用以学习小组为基础的问题讨论式教学方法,对照组采用传统的教学方法讲授系统解剖学.课程结束后,两组学生采用相同的试题进行闭卷考试,并对实验组学生进行问卷调查.结果 实验组学生考试成绩的及格率和优秀率均高于对照组学生,差异具有统计学意义(P<0.05);实验组95.0%以上的学生对以学习小组为基础的问题讨论式教学方法持肯定态度.结论 以学习小组为基础的问题讨论式教学方法优于传统教学方法.

Abstract：

Objective To seek the better teaching methods in the teaching course of systematic anatomy. Methods The subjects of 109 nursing students were divided into the trial group and the control group. The "problem-disscuss" teaching method based on learning groups was performed in the trial group while the traditional teaching method was done in the control group. After the course of systematic anatomy was finished, the two groups were tested with the same test paper,and the trial group were investigated.Results The testing result of the trial group was higher than that of the control group. There was significant difference between the two groups (P<0.05), and 95. 0% students approved the " problem-disscussion" teaching method based on learning groups. Conclusions The " problem-disscussion" teaching method based on learning groups was superior to the traditional teaching method.     

电子模拟人优化心脏听诊教学的探讨

Objective To explore the assistant teaching effects with electronic simulated patients in the heart auscultation teaching. Methods 106 students were divided into the electronic simulated patient teaching group (experimental group ) and the traditional method teaching group (control group ) at random. Through the questionnaire survey, the written examination and the practice skill inspection form,we compared the students' learning situation of the two groups. Results There was no significant differ-ence in the written examination results between the two group students ( P ＞ 0.05 ); the practice skill in-spection results of the experimental group was obviously higher than those of the control group, there being significant difference ( P ＜ 0.05 ). The questionnaire survey about teaching satisfaction degree with electronic simulated patients showd that 77.36% of the students appraiseot for good, 18.87% for general,3.77% for poor. Conclusions The assistant teaching with electronic simulated patients was helpful in improving students' practice operation skills. It had many merits, such as comprehensive contents, directviewing and strong repeatability, which might optimize the heart auscultation teaching.     

电子模拟人优化心脏听诊教学的探讨

Objective To explore the assistant teaching effects with electronic simulated patients in the heart auscultation teaching. Methods 106 students were divided into the electronic simulated patient teaching group (experimental group ) and the traditional method teaching group (control group ) at random. Through the questionnaire survey, the written examination and the practice skill inspection form,we compared the students' learning situation of the two groups. Results There was no significant differ-ence in the written examination results between the two group students ( P ＞ 0.05 ); the practice skill in-spection results of the experimental group was obviously higher than those of the control group, there being significant difference ( P ＜ 0.05 ). The questionnaire survey about teaching satisfaction degree with electronic simulated patients showd that 77.36% of the students appraiseot for good, 18.87% for general,3.77% for poor. Conclusions The assistant teaching with electronic simulated patients was helpful in improving students' practice operation skills. It had many merits, such as comprehensive contents, directviewing and strong repeatability, which might optimize the heart auscultation teaching.     

神经病学见习中以问题为基础学习与床边学习两种教学方法的比较研究

目的 比较以问题为基础学习(problem-based learning,PBL)和床边学习(bedsidebased learning,BBL)两种教学方法在神经病学见习中培养医学生临床思维能力的效果.方法 选择2009年9月~2009年10月在广州医学院第一附属医院见习神经病学并由专人带教的2006级临床医学专业70名本科学生为研究对象,将其随机分为PBL组(34人)和BBL组(36人),分别采用PBL教学方法和BBL教学方法进行带教,并在1个月后进行临床思维能力和理论知识的考核.结果 PBL组和BBL组学生见习时答题正确率的差异无统计学意义;见习1个月后,PBL组学生临床思维能力考核成绩(t=2.346,P=0.022)及总成绩(t:2.329,P=0.023)均高于BBL组学生,其差异均具有统计学意义;两组学生理论考试成绩之间的差异无统计学意义(t=1.164,P=0.248).结论 本研究发现,PBL教学方法对于学生神经病学临床思维能力培养的效果优于BBL教学方法,能够从多方面提高学生的素质,是一种值得推广的教学方法.

Abstract：

Objective To compare the effect of clinical neurologic thinking training between the problem-based learning (PBL) and the bedside-based learning (BBL) during neurologic probation. Methods From September 2009 to October 2009, 70 forth-year medical probation undergraduates of Guangzhou Medical College undergoing the neruologic teaching of a special doctor were randomly divided into PBL group (34 students) and BBL group (36 students). The PBL and BBL approachs were respectively used to teach the students. A month later, the clinical and theoretic examinations were performed to compare the effect Results No statistically significance about the answers' accuracy was found during probation between PBL and BBL groups. A month after probation, both clinical exam record and total record of PBL group were higher than those of BBL group. However, no statistically difference was found in the theoretic examinartion record between PBL and BBL groups. Conclusions Our study suggests that the effect of clinical neurologic thinking training of PBL approach is more effective than that of BBL approach during neurologic probation. The PBL approach can also improve the students' quality in many aspects, and deserves to be popularized.     

以问题为基础学习为导向的要点形象化教学在斜弱视教学中的应用

本文分析了在眼科斜弱视教学中实施以问题为基础学习(problem-based learning,PBL)为导向的要点形象化教学的意义,介绍了该教学方法的具体内容,即教学内容整合重组、利用影像资源将教学要点形象化、创建特色教学形式,以及教学的具体实施过程,激发学生的学习兴趣与欲望,提高学生的学习主动性,达到理解性学习、运用所学知识解决临床实际问题的目的.

Abstract：

This article analyzed the necessity and advantages of practice of key point visualization teaching oriented by problem-based learning(PBL) in strabismus and amblyopia courses,introduced the specific contents of the teaching procedure,including reorganization of the contents, visualization of learning key point,creating a distinctive teaching style.All the efforts helped inspiring the students'interest and desire in learning,improving their initiative in learning,developing their ability to synthesize and achieve the purpose of comprehension-based learning and to resolve the strabismus and amblyopic problem in real clinic practices.     

医学微生物学教学中以问题为基础学习与以授课为基础学习教学法的比较研究

目的 探讨以问题为基础学习与以授课为基础学习教学法在医学微生物学教学中的应用效果.方法 选择河南大学医学院2006级和2007级临床医学专业各100名本科学生,分别采用以问题为基础学习和以授课为基础学习教学法进行医学微生物学理论教学.结果 学生的考试成绩表明,以问题为基础学习教学班学生"细菌学"的平均成绩明显高于以授课为基础学习教学班学生,而"病毒学"的平均成绩却明显低于以授课为基础学习教学班学生.结论 两种教学法各有所长,在具体的医学微生物学教学中,只有灵活运用才会获得较好的教学效果.     

医学微生物学教学中以问题为基础学习与以授课为基础学习教学法的比较研究

目的 探讨以问题为基础学习与以授课为基础学习教学法在医学微生物学教学中的应用效果.方法 选择河南大学医学院2006级和2007级临床医学专业各100名本科学生,分别采用以问题为基础学习和以授课为基础学习教学法进行医学微生物学理论教学.结果 学生的考试成绩表明,以问题为基础学习教学班学生"细菌学"的平均成绩明显高于以授课为基础学习教学班学生,而"病毒学"的平均成绩却明显低于以授课为基础学习教学班学生.结论 两种教学法各有所长,在具体的医学微生物学教学中,只有灵活运用才会获得较好的教学效果.     

PBL结合CBL教学法在内分泌科临床实习教学中的应用效果

目的 探讨以问题为基础的学习(PBL)结合以案例为基础的学习(CBL)教学法在内分泌科临床实习教学中的效果.方法 选取2015年4月至2016年3月在弋矶山医院内分泌科实习的76名皖南医学院临床医学专业本科实习生,随机分为试验组及对照组,每组各38人.试验组采用PBL结合CBL教学法,对照组采用授课为基础的学习(LBL)结合CBL教学法,通过教学考核成绩和问卷调查比较两组教学效果.结果 试验组的教学考核成绩包括病史采集、体格检查、病历书写、临床技能操作、临床病例分析能力优于对照组(P<0.05),问卷调查包括对该教学方法满意度、学习积极性及兴趣、临床思维模式的建立、学习效率及自学能力、团队合作能力、分析问题及解决问题能力、语言组织表达能力、查阅文献能力、希望在今后的教学中使用均优于对照组(P<0.05).结论 PBL结合CBL教学法优于LBL结合CBL教学法,有助于临床实习医师临床思维和临床实践能力的培养.     

以药事案例为导向的LBL联合CBL双轨教学在《药事管理学》教学中的应用

目的:探索以药事案例为导向（lecture-based learning,LBL）联合以案例为基础的学习（case-based learning,CBL）双轨教学在《药事管理学》中的应用效果。方法:选取2013级药学专业本科120名学生作为研究对象,根据随机数字表法分为观察组和对照组,每组60人。观察组采用LBL联合CBL双轨教学模式;对照组采用传统LBL教学模式,教学结束后对2组学生理论考试成绩进行比较,并通过问卷调查的方式对教学效果进行评价。结果:观察组学生的考试成绩高于对照组学生（P<0.05）。问卷调查结果显示有81.21%的学生对LBL联合CBL双轨教学法持肯定态度,认为LBL联合CBL双轨教学法不仅有利于提高基本知识的掌握,而且在提高分析和解决问题能力以及调动学生学习积极性方面均存在明显优势。结论:LBL+CBL双轨教学法可提高《药事管理学》课程教学效果,值得提倡和推广。     

PBL教学法联合血管腔内模拟器在血管外科临床实习教学中的应用

  目的  探讨以问题为基础的教学模式(problem based learning,PBL)联合血管腔内模拟器在血管外科临床医学实习生教学中开展的作用。  方法  选取在蚌埠医学院第一附属医院实习的2016级临床本科生100人为研究对象,按随机数字表法分为试验组与对照组,每组各50人;对照组采用传统教学模式及PPT手术演示,试验组采用PBL教学法联合血管腔内模拟器教学。带教结束后分别对2组学生进行理论知识、技能操作考核, 最后以不记名形式对2种教学模式的学习兴趣、学习能力、课堂氛围、掌握理论情况、掌握技能情况进行评价。最终通过理论考核及调查问卷比较2种教学模式的教学效果。  结果  试验组的考核成绩分别为(83.15±9.45)分和(84.36±7.28)分,均高于对照组的考核成绩[(75.45±7.78)分和(73.38±6.96)分],差异均有统计学意义(均P < 0.05);问卷调查对学生学习兴趣、学习能力、课堂氛围、掌握理论及技能情况进行打分及结果分析显示:试验组学生对调查内容的评价明显高于对照组,差异有统计学意义(P < 0.05),总之,试验组学生对PBL教学法联合血管腔内模拟器教学模式的调查评价均为良好。  结论  在血管外科临床实习教学中,采用PBL教学法联合血管腔内模拟器教学模式比传统教学更可促进学生综合能力的培养,取得了良好的教学效果,值得推广应用。      

PBL联合CBL在超声医学教学中的应用研究

  目的  探讨在超声医学科实习、规培学员教学中开展以问题为基础的学习(problem based learning, PBL)教学法联合以病例为基础的学习(case based learning, CBL)教学法的效果。  方法  选取2020年1—12月于蚌埠医学院第一附属医院超声医学科实习、规培的学员50名为研究对象,按随机数字表法分为观察组与对照组,每组25人。对照组以传统教学方式进行教学,观察组采取PBL结合CBL教学模式进行教学。通过理论考核,对超声基础知识和专业知识的掌握情况、操作技巧能力的掌握情况进行考察。同时在教学结束后,以问卷调查表的形式,对2组学员在超声理论知识的掌握、学习兴趣情况、解决实际问题能力、自主学习能力、团队合作能力、临床技能的提高、总体满意度等方面进行了解及分析,综合判断学员对教学模式的满意度。  结果  观察组学员的考核成绩分别为(83.45±8.45)分、(84.86±8.28)分和(85.25±5.26)分,均高于对照组的考核成绩[(76.45±5.78)分、(74.35±6.68)分和(76.45±4.38)分],差异有统计学意义(均P < 0.05)。观察组所有学员对采取PBL结合CBL教学模式的评价均为良好。  结论  与传统教学方式相比,在超声医学科教学中采用PBL结合CBL教学模式进行教学更能够促进学生综合能力的培养,取得良好的教学效果,值得推广应用。      

PBL教学法在护改技检验专业课间见习中的效果评价

【目的】探讨以问题为基础的学习(problem-based learning,PBL)教学方法在护改技检验专业课间见习教学中的效果。【方法】护改技检验专业90名学生分别设为实验组(n=45)和对照组(n=45),实验组采用PBL教学法,对照组采用以授课为基础的学习(lecture-based learning,LBL),通过理论考试、实验操作考试方式评价教学效果。【结果】实验组和对照组考试成绩无明显差异,实验操作考试中实验组在操作技能方面明显优于对照组。【结论】PBL教学法较LBL教学法在提高学生的实验技能方面有明显的优势,而不会影响护改技专业学生在医学基础知识方面的学习。     

以问题为基础的学习在专科《病原生物学与免疫学》教学中的应用

目的 探讨以问题为基础的学习（problem-based learning,PBL）在专科学生《病原生物学与免疫学》教学中的效果.方法 以漯河医学高等专科学校2012级3年制临床医学专业1班为PBL实验组,2班为以授课为基础的学习（lecture-based learning,LBL）对照组,每组100人.分别采用PBL和LBL对“肝炎病毒”这一章节进行授课.利用章节测试和问卷调查评估教学效果,比较2种教学法的效果差异.采用SPSS 13.0软件进行统计学分析,结果以百分率表示,行X2检验.结果 从考试成绩显示,PBL实验组优秀率和及格率均明显高于LBL对照组（P=.000）,PBL实验组不及格率明显低于LBL对照组（P=0.000）.问卷调查的结果显示,80％以上的实验组学生认为PBL可以调动学习积极性、培养合作意识、提高语言表达能力等.结论 PBL应用于专科层次《病原生物学与免疫学》教学效果良好,值得推广.     

PBL教学法在神经内科临床实习教学中的应用

目的 探讨以问题为导向的教学方法(problem-based learning,PBL)在神经内科临床实习教学中的应用价值。 方法 选取2015年2—11月在蚌埠医学院第一附属医院神经内科实习的临床医学本科生60名,随机分为实验组和对照组,实验组30名,男生18名,女生12名,年龄21～24岁,平均年龄为(22.2±1.51)岁;对照组30名,男生16名,女生14名,年龄21～25岁,平均年龄为(22.9±1.65)岁。2组学生年龄、性别及神经病学理论成绩比较差异均无统计学意义(P＞0.05),具有可比性。实验组采用PBL教学法,对照组采用传统教学法,观察2组的教学效果。 结果 对照组学生理论知识和实践技能考核分数分别为81.2±4.7和71.1±4.4,实验组学生理论知识和实践技能考核分数分别为89.6±3.6和81.6±4.9,均高于对照组(P<0.05);在调查问卷中,2组学生对“学生自学能力”与“基础知识掌握”这两项内容的评价差别不大,但是在教学中有助于提高学生内科学习兴趣、知识面扩展、解决临床实际问题三个方面,实验组的评价明显高于对照组(P<0.05)。 结论 PBL教学法在神经内科临床实习教学中的效果更加显著,能够提高神经内科实习医师的理论成绩和实践操作能力。      

PBL结合案例教学在泌尿外科见习教学中的实践

目的探讨采用PBL结合案例教学在三年制高职临床专科医学泌尿外科见习教学中的效果。方法选取在石嘴山市第二人民医院见习的宁夏医科大学高职临床专科班2015级1班45名和2016级2班37名学生为研究对象,每班分为4个小组,再从每班抽取2个小组进行分组教学,实验组(42名)采用PBL结合案例教学进行教学,对照组(40名)采用传统临床见习教学方法进行教学,对两组学生在泌尿外科见习成绩和效果进行问卷调查。采用SPSS 16.0进行t检验。结果实验组和对照组学生的理论考试成绩,差异无统计学意义(P>0.05);两组学生的病史采集、体格检查、实践技能成绩及总成绩比较,实验组高于对照组,差异有统计学意义。见习效果问卷调查结果显示,实验组教学可明显调动学习积极性,提高参与教学意识,提高自学能力,提高信息获取能力,培养创新能力,提高分析解决问题能力及提高团队意识,差异有统计学意义(P<0.05)。结论在泌尿外科见习教学中,采用PBL结合案例教学有利于提高学生学习成绩、见习效果与综合实践能力,在临床教学中有推广价值。