PBL 教 学法结合多媒体教学在消化科教学中的应用

目的 评价PBL教学法结合多媒体教学在消化科临床教学中的效果.方法 随机抽取北京大学医学部公共卫生学院2009级医学专业学生52人,随机分为实验组（采用PBL教学法结合多媒体教学）及对照组（采用传统教学法）,每组各26人.采用期末考试成绩进行教学效果的评估.结果 实验组学生在总成绩、临床技能成绩和病例分析成绩明显高于对照组,两组比较[（80.7±7.8）分比（77.7±5.4）分、（15.9±1.2）分比（13.8±1.9）分、（41.7±4.3）分比（38.5±4.6）分],差异有统计学意义（P＜0.05）.两组学生在理论知识部分[（24.9±2.2）分比（25.2±3.0）分]比较,差异无统计学意义（P＞0.05）.结论 消化科临床教学中PBL教学法结合多媒体教学有助于提高消化科实习医师学习积极性和自主学习能力,提高发现问题和解决问题的能力,促进临床思维能力的形成,提高教学质量.

Application of PBL teaching combining with multimedia technology in gastroenterology practice teaching

Objective To study the clinical teaching effect of the problem based learning （PBL） teaching combining with multimedia technology in gastroenterology department practice teaching.Methods 52 students from the School of Public Health of Peking University were randomly divided into two groups,observation group （26 students） and control group （26 students）.In the control group traditional teaching methods were used to complete the task teaching; and in the observation group,PBL teaching combining with multimedia technology was used to complete the clinical teaching.The teaching effect of the two groups was compared by the means of final examination.Results Both of two groups were compared,the total score [（80.7±7.8） scores vs （77.7±5.4） scores],basic clinical skill [（15.9±1.2） scores vs （13.8±1.9） scores],and clinical case analysis score [（41.7±4.3） scores vs （38.5±4.6） scores],all the differences were statistically significant （P ＜ 0.05）.However,the theoretical knowledge [（24.9±2.2） scores vs （25.2±3.0） scores] of two groups,the difference was not statistically significant （P ＞ 0.05）.Conclusion The mode of PBL teaching combing with multimedia technolgy is beneficial to intern doctors＇ learning activity,autonomous learning ability,decision ability and clinical thinking,and improve the quality of teaching.