摘要
目的 研究以问题为导向的教学法(problem-based learning,PBL)联合角色扮演法(role playing teaching,RPT)教学法在骨外科临床见习教学中的作用。方法 选取2020年1—12月在南京医科大学附属逸夫医院骨科见习的南京医科大学五年制本科60名学生,将其随机分为两组,每组各30名。试验组采用PBL联合RPT教学,对照组采用传统的以教师授课为导向的教学法(lecture-based learning,LBL)。见习结束后进行考核,同时通过调查问卷对见习效果进行评价。结果 试验组的实践成绩(43.70±1.34)分及总分成绩(86.70±2.17)分均高于对照组的实践成绩(40.37±1.45)分及总分成绩(82.83±1.97)分,组间比较,差异有统计学意义(P<0.05)。试验组的自主学习能力、知识掌握程度、学习兴趣、医患沟通技巧、团队合作精神、学习效率、临床思维等均优于对照组,差异均有统计学意义(P <0.05)。结论 PBL联合RPT教学法可明显提高骨外科临床见习教学效果。
Objective To study the role of problem-based learning(PBL) combined role playing teaching(RPT)in clinical probation teaching of orthopedics. Methods 60 five-year undergraduate students of Nanjing Medical University who had a probationary period from January to December in 2020 were selected as subjects and randomly divided into two groups, 30 students in each group. The experimental group was taught by PBL combined with RPT.The control group adopted the traditional lecture-based learning(LBL) model. At the end of the internship, the assessment was carried out, and the effect of the internship was evaluated by questionnaires. Results The practice score(43.70±1.34) points and the total score(86.70±2.17)points of the test group were higher than the practice score(40.37±1.45) points and the total score(82.83±1.97) points of the control group. The difference between the groups was statistically significant(P<0.05). The independent learning ability, knowledge mastery, learning interest, doctor-patient communication skills, teamwork spirit, learning efficiency and clinical thinking of the test group were better than those of the control group, with statistically significant differences(P<0.05). Conclusion Application of PBL combined with RPT improves effects of clinical practice of orthopaedics.
作者
董加纯
袁堂波
于晨
覃健
DONG Jiachun;YUAN Tangbo;YU Chen;QIN Jian(Department of Orthopaedics,Sir Run Run Hospital,Nanjing Medical University,Nanjing Jiangsu 211100,China)
出处
《中国继续医学教育》
2022年第22期83-87,共5页
China Continuing Medical Education
基金
南京医科大学教育研究课题立项项目(2019LX073)。
