PBL结合CBL及情景式教学在妇产科实习带教中的应用

  目的  在妇产科临床实习带教中应用以问题为基础的学习(problem-based learning，PBL)结合病例导入式学习(case-based learning，CBL)及情景式教学，并对教学效果进行分析。  方法  将在蚌埠医学院第一附属医院妇产科实习的2020级本科实习生62名作为对照组，在实习带教中采用传统的教学模式; 将同在蚌埠医学院第一附属医院妇产科实习的2021级本科实习生62名作为观察组，在临床实习带教中采用全新的PBL结合CBL及情景式教学的教学方法。对2组实习生的综合考核成绩及教学满意度进行统计学比较与分析。  结果  观察组实习生在综合测评成绩、对教学方法的综合满意度方面的评价均明显高于对照组(均P＜0.05);观察组实习生理论知识考核(90.62±3.75)分]、实践技能考核(89.88±5.13)分]明显高于对照组(81.44±6.93)分与(76.41±5.80)分]，2组间差异有统计学意义(均P＜0.05)。  结论  在妇产科临床实习带教中打破常规，创新思维，紧跟时代步伐，将以问题为基础的学习、病例导入式学习、情景模拟教学等多种教学模式合理融合应用，能进一步提高实习生的理论知识考核及实践知识考核成绩，同时也提高了实习生对于教学的综合满意度，提升妇产科临床实习的带教质量，从而为培养出高素质综合技能型医学人才奠定坚实的基础。 

Application of PBL combined with CBL and situational teaching in practice teaching of obstetrics and gynecology

  Objective  To apply problem-based learning (PBL) combined with case-based learning (CBL) and situational teaching in clinical practice teaching of obstetrics and gynecology, and analyze the teaching effect.  Methods  A total of 62 undergraduate interns of grade 2020 who were practicing in the Department of Obstetrics and Gynecology of the First Affiliated Hospital of Bengbu Medical College were used as the control group, and the traditional teaching mode was adopted in the practice teaching. A total of 62 undergraduate interns from grade 2021 who were also practicing in the Department of Obstetrics and Gynecology of the First Affiliated Hospital of Bengbu Medical College were selected as the observation group. PBL combined with CBL and situational teaching methods was adopted. The results of comprehensive assessment and teaching satisfaction of interns in the two groups were statistically compared and analyzed.  Results  The interns in the observation group were significantly higher than those in the control group in terms of comprehensive evaluation results and comprehensive satisfaction with teaching methods (all P < 0.05). The theoretical knowledge and practical skills of interns in the observation group (90.62±3.75) points and (89.88±5.13) points] were significantly higher than those in the control group (81.44±6.93) points and (76.41±5.80) points], the difference was statistically significant (all P < 0.05).  Conclusion  Breaking the routine, innovating thinking, keeping up with the pace of the times and reasonably integrating and applying a variety of teaching modes such as problem-based learning, case-based learning and situational simulation teaching in the teaching of clinical practice of obstetrics and gynecology can improve the examination results of interns'theoretical knowledge and practical knowledge, improve the interns'comprehensive satisfaction with teaching and improve the teaching quality of clinical practice of obstetrics and gynecology, so as to lay a solid foundation for cultivating high-quality comprehensive skilled medical talents.