摘要
目的探讨适应住院医师规范化培训需要的重症医学教学方法。方法在2010年5月—2012年5月住院医师规范化培训教学中,随机分为试验组和对照组,每组40人,分别进行以病例为基础的学习(case-basedlearning,CBL)教学法和以问题为基础的学习(problem-based learning,PBL)教学法。CBL教学法以典型病例为载体,在教学方法上采用"病例设问-讲授点拨-讨论总结"三段式教学法。对照组采用PBL教学方法,教学程序基本遵循"案例下发→问题提出→查阅资料→小组讨论→问题再提出→查阅资料→班级交流与讨论→总结反馈"的周期进行。结果问卷调查显示试验组对该课程感兴趣和很感兴趣的百分比分别为68%和30%,不感兴趣仅占2%,而对照组该三项的百分比依次为60%、13%和27%。认为该方法对自己的专业知识和综合能力提高有明显帮助试验组和对照组分别为97%和84%。试验组与对照组理论分、实践技能分、课堂参与分、总成绩比较,差异均有统计学意义(P<0.01)。结论使用CBL教学法更有利于提高重症医学住院医师规范化培训的教学质量。
Objective To explore the teaching effect for resident physicians with Standardized training in Critical Care Medicine. Methods From may. 2010 to may. 2012, resident physicians with Standardized training were divided into random- ly the Case-based learning （CBL） （ experimental group ） and the Problem-based learning （PBL） （controlled group）, The CBL teaching were carried out according to three - steps of ＂ questions - guidance - discussion＂, and the controlled group was learned by mode of＂ case - questions in group - Literature research - discussion - re - question - Literature research again - dis- cussion in all people - Conclusion＂. Results The questionnaire survey to the course group interest and interested in percentage were 68% and 30% respectively, are not interested accounted for only 2%, and the percentage of the three control group, were 60%, 13% and 27%. Think this method to their professional knowledge and comprehensive ability to improve significantly help treatment group and the control group were 97% and 84% respectively. Treatment group and control group theory points, practice skill points, class participation points, grade comparison, the differences were statistically significant （ P 〈 0. 01 ）. Conclusion The CBL may improve teaching effect for resident physicians with Standardized training.
出处
《临床合理用药杂志》
2012年第27期152-153,共2页
Chinese Journal of Clinical Rational Drug Use
关键词
教学方法
重症医学
培训
Teaching methods
Critical care medicine
Training
