利用临床技能实验教学中心开展PBL教学探讨

目的探讨利用临床技能实验教学中心开展PBL教学的效果和意义。方法以中国医科大学临床医学专业60名学生为研究对象，按照学号分为两组，对照组（n=30）在普通小教室开展PBL，实验组（n=30）在临床技能实验教学中心开展PBL，并充分运用实验教学中心的教学资源。两组由相同的教师授课，并采用期末考试和调查问卷相结合的方式评价教学效果。采用SPSS软件进行统计分析。结果对教师的调查结果显示，参与教学的8名教师均认为在临床技能实验教学中心开展PBL有助于促进教师专业发展，有助于缓解教室和教师不足的问题，同时还可以提高临床技能实验教学中心的使用率，促进临床技能实验教学中心教学水平的提高。对学生的调查结果显示，在临床技能实验教学中心开展PBL有助于提高学生临床技能和信息管理能力（P〈0．01）。两组期末考试成绩总分无差异，但实验组学生临床操作技能题目的成绩明显优于对照组（P〈0．01）。结论利用临床技能实验教学中心开展PBL教学有助于改善教学质量，提高学生的临床操作能力和信息管理能力，有助于解决PBL教学中教师和教室不足的问题，同时可以促进临床技能实验教学中心教学水平的提高。

Application of PBL in Clinical Skills Experiment Teaching Center

Objective To evaluate the effect and significance of PBL in clinical skills experiment teaching center （CSETC）. Methods A total of 60 undergraduates in major of clinical medicine were divided into two groups according to their student ID. The control group （n=30） was set in an ordinary small classroom, while the experimental group （n=30） was in CSETC for fully using the teaching resources there. Both groups were taught with PBL method by same teachers, and the integrated final examination and questionnaire were adopted to evaluate the teaching effect. SPSS was used for statistical analysis. Results All 8 participated teachers believed that carrying out PBL in CSETC could promote teachers＇ professional development, alleviate the shortage of teachers and classroom, increase the utilization ratio of CSETC, and improve the teaching quality. The results of survey on students showed that, compared with the control group, information management ability and clinical skills of students were improved obviously （P〈0.01）. Although there was no difference in total score of final exam, the experimental group was markedly higher than the control group in the score of clinical skill subject （P〈0.01）. Conclusion Carrying out PBL in CSETC can improve teaching quality, and clinical skills and information management ability of students. It is helpful to alleviate the shortage of teachers and classroom, and promote the teaching standards of CSETC.