| 于朝霞,顾亚楠,张向阳,王 鑫,王 毅.以问题为中心和以案例为基础的讨论式教学模式在重症医学科教学中的应用评价[J].,2017,17(33):6557-6560 |
| 以问题为中心和以案例为基础的讨论式教学模式在重症医学科教学中的应用评价 |
| Application Value of Problem based and Case based Discussion Learning Mode in Department of Critical care Medicine Teaching |
| 投稿时间：2017-03-16 修订日期：2017-04-12 |
| DOI：10.13241/j.cnki.pmb.2017.33.036 |
| 中文关键词: 以问题为中心的教学 以案例为基础的教学 重症医学科 教学模式 |
| 英文关键词: Problem based learning Case based learning Department of critical care medicine Teaching mode |
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| 中文摘要: |
| 摘要 目的：探讨以问题为中心的教学（PBL）和以案例为基础的教学（CBL）的讨论式教学模式在重症医学科教学中的应用价值。方法：选取2015年至2016年在重症医学科轮转实习五年制与七年制学生70人，按随机数字表法分为实验组与对照组各35人。实验组采用PBL结合CBL的讨论式教学模式，对照组采用传统的教学讲座法，实习轮转结束后进行统一考试检查两组学生理论知识与技能操作，同时发放问卷调查进行教学效果评估。结果：考试中非病例分析题得分，实验组为（47.51±4.75）分，对照组为（46.69±4.54）分，差异无统计学意义（P=0.458）；病例分析题与技能操作得分，实验组分别为（34.55±3.01）分、（79.91±4.04）分，均优于对照组的（26.47±2.18）分、（65.98±6.47）分，差异有统计学意义（P<0.05）。问卷调查显示，实验组学员在评价个人所接受教学模式可以激发学习兴趣、提高自学能力、团队合作能力、沟通和表达能力、检索查阅文献能力、技能操作水平和促进建立临床思维所占比例分别为85.71%、82.86%、88.57%、77.14%、85.71%、94.29%和85.71%，均高于对照组的42.86%、34.29%、28.57%、31.43%、51.43%、45.71%、54.29%，差异有统计学意义（P<0.05）。结论：PBL结合CBL讨论式教学法有助于提高重症医学科的教学质量，同时受到学生欢迎。 |
| 英文摘要: |
| ABSTRACT Objective: To explore the application value of discussion learning mode including problem based learning (PBL) and case based learning (CBL) in department of critical care medicine teaching. Methods: A total of 70 students of five year system and seven year system, who were practised in rotation in department of critical care medicine from 2015 to 2016, were selected and randomly divided into experimental group(n=35) and control group(n=35). The experimental group was given PBL combined with CBL discussion teach- ing mode,and the control group, traditional teaching method. After finishing rotation internship, the theoretical knowledge and skills of students of two groups were examined by a unified examination. Questionnaires were used to evaluate the teaching effect at the same time. Results: There was no significant difference in the scores of non-cases analysis subjects between the experimental group(47.51±4.75) and the control group(46.69±4.54)(P=0.458). The cases analyze and skill operation subjects scores of experimental group were (34.55±3.01) and (79.91±4.04), which were significantly higher than those (26.47±2.18) and (65.98±6.47) of the control group, and the differences were statistically significant (P<0.05). The questionnaire survey showed that the proportion of beneficial to stimulate inter- est in learning, improving self-learning ability, team cooperation ability, communication and expression ability, search and retrieval of lit- erature ability, skill level and promoting the establishment of clinical thinking of the experimental group, in the evaluation of personal ac- ceptance of teaching model, is higher than that of the control group,and the differences were statistically significant(P<0.05). Conclusion: PBL combined with CBL teaching method is helpful to improve the teaching quality of critical medicine, and is welcomed by students. |
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