以授课为基础的学习法和以问题为基础教学法双轨教学法在ICU临床教学中的应用

目的探讨以授课为基础的学习法（LBL）和以问题为基础的教学法（PBL）双轨教学法在实践中的互补性，以及在重症监护室临床教学中应用的效果。方法将2007-2010年在监护室轮转的学习生70人随机分成对照组和实验组，每组35人，对照组采用传统的LBL教学模式；实验组采用LBL结合PBL教学模式。并用闭卷考试和问卷调查评价教学效果。结果实验组考试总成绩、理论成绩、综合分析题成绩、护理病历书写成绩均明显高于对照组，差异有统计学意义（P〈0．01），且实验组学生在激发学习兴趣、提高团队合作精神等方面有明显提高，差异有统计学意义（P〈0．05或P〈0．01）。结论LBL和PBL双轨教学模式对提高重症监护室临床教学具有积极的意义。

Application of LBL combination of PBL teaching mode in the intensive care unit

Objective To explore the clinical teaching effectiveness of LBL combination of PBL teaching mode in the intensive care unit. Methods The 2009-2010 cycle students 70 in the intensive care unit were randomly divided into control group and experiment group. Control group, the traditional LBL teaching;experimental group, LBL combined PBL teaching mode. Finally, different teaching effectiveness was evaluated by closed examinations and questionnaires. Results Examination total score, using the relevant sections of PBL teaching performance, comprehensive analysis of performance problems were significantly higher (P ＜ 0. 01 ),and training clinical thinking, theoretical understanding and promotion of memory, analytical ability,communication skills, team spirit of the experimental group students were significantly increased ( P ＜ 0. 05 or P ＜0. 01 ). Conclusions LBL combination of PBL teaching in the intensive care unit is feasible, effective and could help students improve overall quality.