问题导向学习教学法在心血管内科临床带教中的应用分析

目的 探讨问题导向学习教学法(problem-based learning,PBL)在心血管内科教学中的应用效果。 方法 将60名临床医学本科学生分为实验组和对照组，实验组采取PBL教学法，对照组采取传统教学方法。以课程考试成绩和评价量表作为评价指标，比较2组的教学效果。 结果 实验组主观题成绩明显好于对照组(41.64±7.46 vs.37.85±6.82,P＜0.05)；客观题2组比较差异无统计学意义(42.94±5.69 vs.45.51±4.82,P＞0.05)；总成绩2组比较差异无统计学意义(84.56±4.45 vs.83.34±5.13，P＞0.05)；实验组在脑力激荡(23.23±5.78 vs.18.43±4.24,P＜0.01)、搜寻数据及解决问题能力(13.65±5.78 vs.10.43±6.56,P＜0.05)、互动及沟通技巧(18.87±4.98 vs.15.82±3.44,P＜0.05)、自学能力方面均好于对照组(23.25±3.43 vs.20.98±4.65,P＜0.05)，差异有统计学意义；分享所学方面2组比较差异无统计学意义(12.87±3.78 vs.13.56±3.56,P＞0.05)。 结论 PBL教学法突出以学生为主体，围绕问题进行学习，可提高学生的学习兴趣，培养了学生创新能力，增强搜寻数据、解决问题、逻辑推演及整理问题的能力，活跃了课堂教学气氛。 

Application of problem-based learning in clinical teaching in department of cardiology

Objective To evaluate the effect of Problem-based Learning(PBL) in the clinical teaching in Department of Cardiology. Methods Total 60 clinical undergraduate students were divided into experimental group and control group.PBL was applied to the experimental group,while the control group received the traditional approach.The evaluation scale and exam scores were taken as the evaluation index. Results The subjective score of the experimental group was significantly higher than that of the control group 41.64±7.46 vs. 37.85±6.82,P<0.05).There was no significant difference between the two groups in objective and total score(42.94±5.69 vs. 45.51±4.82,P>0.05).The brainstorming(23.23±5.78 vs. 18.43±4.24,P<0.01),search data and problem solving ability(13.65±5.78 vs. 10.43±6.56,P<0.05),interaction and communication skills(18.87±4.98 vs. 15.82±3.44,P<0.05),and self-learning ability(23.25±3.43 vs. 20.98±4.65,P<0.05)in the experimental group were all better than those of the control group.There was no difference in the sharing of knowledge(12.87±3.78 vs. 13.56±3.56,P>0.05)between the two groups. Conclusion PBL is student centered and problem based learning method.PBL may efficiently increase the interest of students in learning,cultivate their innovation ability,enhance search data problem solving ability and vivify the classroom atmosphere.