摘要
目的探索以问题为基础的学习（problem—based learning，PBL）在心导管室临床见习中的应用效果。方法选取2011年到心导管室见习的5年制临床本科专业123名学生，随机分为两组。62名作为对照组，采用以授课为基础的学习法（1ecture—based learning，LBL）；61名作为实验组，采用PBL教学。比较两组的教学效果。结果实验组和对照组优良率分别为67．7％和38．7％，差异统计学有意义（P〈0．05）。平均分分别为（85．4±7．5）和（71．3±9．1），差异有统计学意义（P〈0．05）。结论实验组教学效果优于对照组。PBL教学可以提高学生学习兴趣，促进自学意识，提高理论联系实际、临床分析解决问题、创新思维、语言表达、组织协调、团队合作、批判性思维及论文撰写等能力；对其今后的工作有一定的启示和帮助；学生满意度较高。值得进一步研究和推广。
Objective To explore the effect of apply PBL teaching mode in clinical practice of cardiac catheterization. Methods Totally 123 undergraduates of five-year clinical medicine major who practiced in department of cardiovascular in 2011 were randomized into control group （ n = 61 ） and ex- perimental group（ n = 62）. The students in control group were taught by lecture-based learning （LBL） while those in experimental group by PBL teaching mode. Teaching effect was compared between two groups. Results Excellent and good rates in experimental group and control group were 67.7% and 38.7% respectively, P 〈 0.05, with statistical differences. Average scores were （85.4±7.5） points and （71.3± 9.1 ） points, P 〈 0.05, with statistical significance differences. Coneluslons Teaching effect is better in experimental group than in LBL group. PBL teaching mode can improve students＇ learning interest, promote self-study consciousness and improve abilities of linking theory with practice, problem solving, innovative thinking, language expressing, organizing and coordinating, team cooperating, critical thinking and thesis writing. Meanwhile, it has certain enlightenment on future work and worth future research and promotion.
出处
《中华医学教育探索杂志》
2013年第2期181-184,共4页
Chinese Journal of Medical Education Research
关键词
以问题为基础的学习
心导管
见习
Problem-based learning
Cardiac catheter
Apprentice
