调查问卷结合PBL教学法在眼科规培生短期教学中的效果评价

目的：评价调查问卷结合 PBL 教学法在眼科规培生短期教学中的效果。
　　方法：选择2015-01/08于首都医科大学附属北京中医医院眼科轮转的非眼科专业规培生90名，随机分为观察组(45名)和对照组(45名)，观察组：采用基于专业知识调查问卷方法结合 PBL 教学方法，对照组：采用传统教学方法。
　　结果：调查结果表明规培生本专业相关眼科疾病的熟悉度较低。两组在临床操作考试比较中差异无统计学意义(P>0.05)。两组在眼科知识、本专业相关眼科疾病知识和考试总分比较中差异有统计学意义(P<0.05)，尤其是观察组在本专业相关的眼科疾病得分更高。两组在缓解学习压力改善率差异无统计学意义(P>0.05)，两组其他问题的改善率差异有统计学意义( P<0.05)，观察组改善率更高。
　　结论：基于专业知识调查问卷法结合 PBL 教学法能够有效的提高眼科规培生学习效果。

Application and evaluation of questionnaire based on professional knowledge method with problem-based learning in ophthalmology short-term teaching

AIM: To evaluate the application and effect of questionnaire based on professional knowledge method combined with problem-based learning(PBL)in ophthalmology short-term teaching.

METHODS: Ninety non ophthalmic students of Beijing Hospital of Traditional Chinese Medicine from January to August 2015 were randomly divided into observation group(45 students)and control group(45 students). Observation group: using questionnaire based on professional knowledge method combined with PBL teaching method; the control group: using traditional teaching method.

RESULTS: The survey results showed that: non ophthalmic students were unfamiliar with eye diseases knowledge; there was no significant difference in the clinical operation examination between the 2 groups(P>0.05). There were significant differences in the eye disease knowledge, eye disease knowledge related to their own major and the total score between the 2 groups(P<0.05), especially students in the observation group had higher scores of eye disease knowledge related to their own major. There was no significant difference in the rate of improvement of learning pressure between the 2 groups(P>0.05), the differences of improvement rate on other problems between 2 groups was statistically significant(P<0.05), and the improvement rate was higher in the observation group.

CONCLUSION: Questionnaire based on professional knowledge combined with PBL teaching method can effectively improve the learning effect in ophthalmology teaching.