PBL联合课间见习教学对儿科教学效果的影响

目的 分析基于问题的学习方式(problem-based learning,PBL)联合课间见习教学对儿科学理论考试成绩、学生的学习能力以及学生对教学效果满意度的影响.方法 选择蚌埠医学院临床医学专业2015级本科生80名作为研究对象,采用随机数字表法将研究对象分为观察组和对照组,每组40名学生.对照组采用传统的纯理论...

Influence of PBL combined with interclass probation teaching on paediatric teaching effect

  Objective  To analyse the influence of problem-based learning (PBL) combined with interclass probation teaching on scientific theory test scores, students' learning ability and students' satisfaction with teaching effect.  Methods  A total of 80 undergraduates majoring in clinical medicine in Bengbu Medical College in 2015 were selected as the study subjects. The subjects were divided into observation group and control group by random number table method, with 40 students in each group. The control group adopted the traditional pure theory teaching mode, whilst the observation group adopted the PBL teaching mode combined with interclass probation. After the end of teaching, the theoretical test scores of both groups were compared. In addition, the differences of learning ability in five aspects, including self-study ability, literature review ability, problem analysis ability, communication ability and summary ability, and the satisfaction degree of both groups to the teaching effect were compared.  Results  The theoretical test scores of students in the observation group were (87.41±5.59) points, and those in the control group were (73.32±7.98) points. The difference was statistically significant (t=9.146, P < 0.001). The t-values of both groups for self-learning ability, literature review ability, problem analysis ability, communication ability and summary ability were 16.102, 12.215, 15.813, 11.934 and 12.624, respectively. The differences were statistically significant (all P < 0.001). The satisfaction degree of teaching effect in the observation group was also higher than that in the control group, and the difference was statistically significant (Z=6.391, P < 0.001).  Conclusion  PBL combined with interclass probation teaching can improve students' learning initiative, improve teaching effect and enhance clinical thinking ability. It is a high-quality teaching mode in line with the law of education and the training of qualified medical personnel.