LBL与PBL结合在传染病临床带教中的应用

目的 探讨将问题为基础、以学生为中心(PBL)的教学方法与讲授式教学方法(LBL)两种教学方法相结合的模式在传染病临床带教中的应用及其意义.方法 选择2012年6月,2013年5月来首都医科大学附属北京佑安医院实习的首都医科大学临床医学专业学生58名,随机分成两组,一组采用传统的LBL方法进行教学(传统教学组,n=28),另一组采用LBL及PBL相结合教学方法进行教学(改良教学组,n=30),对两组的考试平均得分、优秀率进行比较.结果 改良教学组平均得分为(94.13±4.36)分,而传统教学组平均得分为(88.79±5.56)分,改良教学组平均得分明显高于传统教学组(P=0.000);改良教学组优秀率为60.0％ (18/30),而传统教学组优秀率为7.1％(2/28),改良教学组优秀率明显高于传统教学组(P=o.003).结论 改良式教学方法可以提高医学生的学习积极性、主动性和学习效果,培养医学生的临床工作综合能力.实践证明,改良式教学模式在传染病科学临床实习教学中,具有一定的推广价值.

Application of combination of LBL and PBL teaching method in clinical practice of infectious diseases

Objective To investigate the role of combination of PBL and LBL teaching method in clinical practice of infeetious diseases. Methods 58 students of clinical medieal specialty in Capital Medical University partieipated clinical practice in Beijing Youan Hospital Affiliated to Capital Medical University from June 2012 to May 2013 were randomly divided into traditional LBL group （traditional teaching group, n = 28） and combination of PBL and LBL group （improved teaching group, n = 30）. The differences of average scores, excellent ratio were compared between the two groups. Results The average score was （94.13±4.36） scores in the improved teaehing group, which was significantly higher than that in traditional teaehing group [（88.79±5.56） scores, P = 0.000]. The exeellent ratio of improved teaching group was 60.0% （18/30）, which was significantly higher than that of traditional teaching group （7.1%, 2/28, P = 0.003）. Conclusion Combination of PBL and LBL methods can improve the students＂ learning enthusiasm, initiative and learning effect, eultivate medical students＂ clinical comprehensive ability. Practiee has proved application of combination of PBL and LBL teaching method in clinical practice of infectious diseases has certain promotion value.