PBL在本科生《内科学》教学中的初步实验研究

目的探讨问题为基础的学习法(PBL)在本科生《内科学》教学中的效果。方法PBL实验组(44名)和控制组(44名)实验前先进行相似性分析比较,教学效果用形成性测评和总结性测评进行比较分析:形成性测评采用无记名问卷调查,调查内容按全球医学教育最低标准设计,包括7个模块;终结性测评为学期《内科学》期末考试,并特设附加临床病例分析。统计学分析采用SPSS10.0统计软件。结果①实验组和控制组在实验前具有高度相似性,对实验结果不会因选择性差异造成影响;②两组学生考试成绩方面无显著差异(P=0.373);但在附加分析题方面,PBL组显著优于传统教学组(P<0.01)。③在问卷调查的7个模块中,PBL组在临床技能、交流技能、信息管理和批判性思维4个模块显著优于传统教学组;在医学科学基础知识模块,两组无显著差异(P=0.088)。结论PBL教学有利于提高学生的交流技能、临床思维能力、临床技能和信息管理能力,而不会影响学生对医学知识的学习和对考试成绩造成不良影响。

Preliminary Study on Effects of PBL on Internal Medicine Education in Medical Undergraduates

Objective To investigate the educational effects of problem-based learning(PBL) on internal medicine instruction.Methods The educational effects of PBL group(n=44) and control group(n=44) were comparatively evaluated and analyzed with formative tests,anonymous questionnaire surveys,summative tests,and end examinations.The results were analyzed with SPSS 10.0 software.Results The PBL group and the control group share the high extent similarity.PBL group make no score difference with control group in the end examination(P=0.373),but was better at the questions of clinical disease analysis and management(P<0.01).The PBL group showed better performance than that of the control group in clinical skills,communication skills,information management and critical thinking.The two groups showed no differences on the acquirement of scientific knowledge(P=0.088).Conclusions PBL will improve the student's ability on clinical skills,communication skills,information management and critical thinking,and have no adverse effect on the acquirement of scientific knowledge.