PBL联合CBL教学法在内分泌科住院医师规范化培训教学中的应用

目的 探讨以问题为基础的教学(problem-based learning,PBL)联合以案例为基础的教学(case-based learning,CBL)法在内分泌科住院医师规范化培训教学中的应用效果。 方法 将2015年7月—2016年7月40名在蚌埠医学院第一附属医院内分泌科住院医师规范化培训的学员随机分为2组,每组20名,对照组采取传统教学方法,实验组采取PBL联合CBL教学方法,教学完成后对2组学员采用统一理论考核和临床实践技能考核,并发放统一的调查问卷,了解2组学员对教学的认可程度,比较2组教学效果。 结果 实验组学员的病例分析(24.35±1.35)分vs.(21.25±2.79)分,P<0.05]、技能操作考核成绩(23.55±1.67)分vs.(20.60±3.10)分,P<0.05]和总成绩(83.40±2.52)分vs.(76.20±5.43)分,P<0.05]均高于对照组,理论考核2组比较差异无统计学意义(35.50±1.85)分vs.(34.35±2.16)分,P>0.05]。实验组学员的学习自主能力(4.25±0.64)分vs.(3.85±0.37)分,P<0.05]、解决临床问题能力(4.30±0.47)分vs.(3.95±0.61)分,P<0.05]、团队协作能力(4.20±0.52)分vs.(3.75±0.44)分,P<0.05]及医患沟通能力(4.15±0.67)分vs.(3.40±0.50)分,P<0.05]等方面均高于对照组。 结论 采用PBL联合CBL教学法可提高学员的临床实践技能,提升学员对教学的认可程度,增强学员的综合能力,值得在住院医师规范化培训中进一步推广和应用。 

Application of the teaching method combining PBL with CBL in resident standardization training in the department of endocrinology

Objective To explore the application of the teaching method combining problem-based learning (PBL) with case-based learning (CBL) in resident standardization training in the department of endocrinology. Methods A total of40 students for resident standardization training were divided into experimental group and control group with 20 students in each group.PBL combined with CBL was applied to the experimental group, while the control group received the traditional approach.We carried out the theoretical and clinical practice skills exams at the end of the teaching and questionnaire survey to understand the residents for teaching evaluation. Results The results of case analysis (24.35 ±1.35 vs.21.25 ±2.79, P < 0.05), practical skill assessment (23.55 ±1.67 vs.20.60 ±3.10, P < 0.05) and total score (83.40 ±2.52 vs.76.20 ±5.43, P < 0.05) in experimental group were higher than those of control group.There was no significant difference between the two groups in theoretical examination (35.50 ±1.85 vs.34.35 ±2.16, P > 0.05).The self-learning ability (4.25 ±0.64 vs.3.85 ±0.37, P < 0.05), problem-solving ability (4.30 ±0.47 vs.3.95 ±0.61, P < 0.05), teamwork ability (4.20 ±0.52 vs.3.75 ±0.44, P < 0.05) and communication ability between doctors and patients (4.15 ±0.67 vs.3.40 ±0.50, P < 0.05) in the experimental group were all higher than those in the control group. Conclusion The PBL combined with CBL teaching method can increase the clinical practice skills of residents, improve students' satisfaction of teaching and enhance the comprehensive ability of students, which is worthy of further popularization and application.