标准化病人结合PBL教学在泌尿外科的应用

目的分析标准化病人结合PBL教学模式在泌尿外科临床教学中的应用效果。方法选取2018年1月-2018年12月在中国医科大学附属第一医院泌尿外科80名实习生,随机将学生分为两组,对照组40名采用传统教学模式,研究组40名采用标准化病人结合PBL教学模式,比较两组基本理论、临床实践及综合能力考核成绩。结果研究组基本理论及临床实践成绩分别为(93.68±4.27)分、(92.20±4.11)分,分数明显高于对照组(P<0.05);研究组学生的分析、沟通、实践、处理问题能力及品德修养分数分别为(21.71±2.40)分、(22.22±2.39)分、(21.58±3.24)分、(21.09±2.22)分、(22.40±1.37)分,分数明显高于对照组(P<0.05)。结论标准化病人结合PBL教学模式在泌尿外科临床教学中的应用效果显著,不但能提高学生基本理论及临床实践成绩,还可以提升学生综合能力。

Application of Standardized Patient Combined With PBL Teaching in Urology

Objective To analyze the application effect of standardized patients combined with PBL teaching mode in clinical teaching of urology. Methods 80 interns in urology department of the First Affiliated Hospital of China Medical University from January 2018 to December 2018 were randomly divided into two groups. 40 students in the control group were taught by traditional teaching mode, and 40 students in the study group were taught by standardized patient combined with PBL teaching mode. The basic theory, clinical practice and comprehensive ability of the two groups were compared. Results The scores of basic theory and clinical practice of students in the study group were(93.68±4.27) and(92.20±4.11) respectively, which were significantly higher than those of the control group(P<0.05). The abilities of analysis, communication, practice, problem-solving ability and moral cultivation in study group were assessed as follows,(21.71±2.40)(22.22±2.39)(21.58±3.24)(21.09±2.22)(22.40±1.37). There is a significant increase in study group(P<0.05). Conclusion The application of standardized patient combined with PBL teaching model in urology clinical teaching is remarkable. It can not only improve students’ basic theory and clinical practice, but also enhance students’ comprehensive ability, which is worthy of clinical application.