改良的PBL教学模式在眼科专业学位研究生教学中的应用

目的:利用改良的PBL教学方式(SEC3模式,即系统专业课(传统PBL教学)-实验室培训-临床实践-回顾性检讨-临床工作),对眼科学专业学位硕士研究生进行临床前强化培训,探讨改良的PBL教学模式对于加强专业学位研究生临床适应性的作用。方法:选择中国医科大学眼科学系专业学位研究生31人,随机分成两组。I组采用传统模式,在临床工作中学习眼科基本知识与基本操作。II组采用改良的PBL模式进行为期1mo的教学,同时参与临床工作。两组研究生带教教师相同。3mo后,利用问卷、专业知识笔试、基本临床操作考核方式对两组学生进行考核,并对考核结果进行综合分析。结果:两组学生对于临床常见住院病种的掌握程度差异并不明显,但是在眼科基础知识掌握的广度与深度以及基本临床操作方面,II组显示出了比I组显著的优势。结论:改良的PBL教学模式是传统PBL教学模式的发展,比传统PBL模式具有更好的知识系统性与接受性。相对于传统医学教育模式,PBL还可以调动学生的自我学习兴趣。不仅仅适用于本科阶段临床教学,对于临床专业学位研究生尽快适应临床工作帮助很大,尤其对于眼科等本科阶段为考查科目的学科优势明显。

Application of improved PBL in the education of ophthalmology clinical-degree postgraduates

AIM: To investigate the effect of the improved problem based learning (PBL: SEC3 Mode, system clinical ophthalmology education-experiments-clinical practice-criticism-clinical work)in enhancing the clinical adaptability of ophthalmology clinical-degree postgra-duates.·METHODS: A total of 31 ophthalmology clinical-degree postgraduates were included in this study. The students were randomly divided into 2 groups. Traditional educational strategy, learning basic knowledge and manipulation during ophthalmology clinical work, was used in Group I. Students in Group II had taken the improved PBL for 1 month and then participated the clinical work. The tutors in 2 groups were the same in whole range. Subjects were compared by questionnaire, ophthalmology knowledge and skills examination 3 months later.·RESULTS: There was no statistical difference in the grasp of hospitalization diseases between 2 groups. However, the range and depth of basic knowledge and clinical skills were significantly higher in Group II than that in Group I.·CONCLUSION: Improved PBL has more knowledge systematicness and acceptability than former PBL. And PBL strategy can promote continuous active, self-directed learning, and the clinical adaptability of ophthalmology clinical-degree postgraduates.