典型病例结合以问题为中心教学法在内分泌科临床教学中的应用

目的 探讨在内分泌科临床教学中应用典型病例教学结合以问题为中心（PBL）教学法结合的效果与价值。方法 选取内分泌科临床见习学生82 名为研究对象，经随机数字表法，分为A 组41 名，B 组41 名，A 组采用PBL 教学法结合典型病例教学方法，B 组采用传统教学法，观察两组学生测试成绩，教学认同情况，教学满意度及学习主动性。结果 A 组学生理论成绩同B 组比较，明显较高（P ＜ 0.05）；A 组学生对教学认同率为92.68%，同B 组78.05% 比较，显著较高（P ＜ 0.05）；A 组学生对教学满意率为95.12%，同B 组75.61% 比较，明显较高（P ＜ 0.05）；A 组学生学习主动性明显优于B 组（P ＜ 0.05）。结论 在内分泌科临床教学中，应用典型病例与PBL 教学法，可明显提高教学质量，改善学生学习状态，具有重要教学价值。

Value of Problem-Based Learning combined with typical case teaching methods in the clinical teaching of endocrinology

Objective To investigate the effects and value of Problem-Based Learning (PBL) combined with typical case teaching methods in the teaching of endocrinology clinic. Methods Selected 82 trainee students as subjects and randomly divided them into group A and group B, group A was offered PBL and typical case teaching methods, group B was given traditional pedagogy. Observed the difference of the scores of examination, the teaching identification, the teaching satisfaction and the learning initiative in the two groups. Results Group A’s theoretical scores were all obviously higher than group B's(P ＜ 0.05); group A’s teaching identification was 92.68% which was obviously higher than group B's whose was 78.05%(P ＜ 0.05); group A’s teaching satisfaction was 95.12% which also obviously higher than group B's; and group A’s initiative obviously better than group B's(P ＜ 0.05). Conclusion In the clinical teaching of endocrinology, PBL combined with typical case teaching methods can effectively improve teaching quality and learning status, which has an important value for teaching.