PBL教学法在神经内科临床实习教学中的应用

目的 探讨以问题为导向的教学方法(problem-based learning，PBL)在神经内科临床实习教学中的应用价值。 方法 选取2015年2—11月在蚌埠医学院第一附属医院神经内科实习的临床医学本科生60名，随机分为实验组和对照组，实验组30名，男生18名，女生12名，年龄21～24岁，平均年龄为(22.2±1.51)岁；对照组30名，男生16名，女生14名，年龄21～25岁，平均年龄为(22.9±1.65)岁。2组学生年龄、性别及神经病学理论成绩比较差异均无统计学意义(P＞0.05)，具有可比性。实验组采用PBL教学法，对照组采用传统教学法，观察2组的教学效果。 结果 对照组学生理论知识和实践技能考核分数分别为81.2±4.7和71.1±4.4，实验组学生理论知识和实践技能考核分数分别为89.6±3.6和81.6±4.9,均高于对照组(P<0.05)；在调查问卷中，2组学生对“学生自学能力”与“基础知识掌握”这两项内容的评价差别不大，但是在教学中有助于提高学生内科学习兴趣、知识面扩展、解决临床实际问题三个方面，实验组的评价明显高于对照组(P<0.05)。 结论 PBL教学法在神经内科临床实习教学中的效果更加显著，能够提高神经内科实习医师的理论成绩和实践操作能力。 

The application of PBL teaching mode in clinical practice teaching in department of neurology

Objective To explore the application of problem-based learning(PBL) in the teaching of Neurology in clinical practice. Methods A total of 60 clinical interns were randomly divided into experimental group and control group from February 2015 to November 2015 in the neurology department in our hospital.There were 30 students in the experimental group,including to 18 boys and 12 girls,age ranging from 21 to 24 with the mean age of (22.2±1.51) years.There were 30 students in the control group,16 boys and 14 girls,age ranging from 21 to 25 years with the mean age of (22.9±1.65) years.There was no significant difference between the two groups in age,gender and neurological theory scores(P>0.05),and they were comparable.The experimental group was taught with PBL,while the control group was taught with traditional teaching method.The effects of the two groups were observed. Results The control group students' theoretical knowledge and practical skills assessment scores were 81.2±4.6 and 71.1±4.4 respectively.The experimental group students' theoretical knowledge and practical skills assessment scores were 89.6±3.5 and 81.6±4.9 respectively.The experimental group students' scores were higher than those in the control group(P<0.05).In the questionnaires,there was little difference in evaluation of the basic knowledge of students about "self-learning ability "and "mastering basic knowledge" of the two groups of students,but the evaluation of the experimental group was significantly higher than that of the control group on improving the students' to learn interest,expanding their knowledge of medicine and solving practical clinical problems. Conclusion The effect of PBL in the clinical practice teaching is more prominent in neurology department,and it can improve the theoretical achievement and practical operation ability of Neurology interns.