PBL联合课间见习教学对儿科教学效果的影响

王磊; 徐家新; 陈信; 诸宏伟; 周瑞; 丁周志

doi:10.16766/j.cnki.issn.1674-4152.002159

PBL联合课间见习教学对儿科教学效果的影响

doi: 10.16766/j.cnki.issn.1674-4152.002159

王磊^{1, 2, ,},
徐家新^{1, 2},
陈信^{1, 2},
诸宏伟^{1, 2},
周瑞^{1, 2},
丁周志^{1, 2}

1.
蚌埠医学院第一附属医院儿科，安徽蚌埠 233004
2.
蚌埠医学院儿科学教研室，安徽蚌埠 233030

基金项目:

安徽省高等学校自然科学研究重点项目 KJ2019A0342

详细信息

通讯作者:
王磊, E-mail: 275812471@qq.com

中图分类号: R192 R72
计量
- 文章访问数: 286
- HTML全文浏览量: 140
- PDF下载量: 4
- 被引次数: 0
出版历程
- 收稿日期: 2020-09-19
- 网络出版日期: 2022-02-15

Influence of PBL combined with interclass probation teaching on paediatric teaching effect

WANG Lei^{1, 2
, ,},
XU Jia-xin^{1, 2},
CHEN Xin^{1, 2},
ZHU Hong-wei^{1, 2},
ZHOU Rui^{1, 2},
DING Zhou-zhi^{1, 2}

1.
Department of Pediatrics, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

摘要

摘要: 目的分析基于问题的学习方式(problem-based learning，PBL)联合课间见习教学对儿科学理论考试成绩、学生的学习能力以及学生对教学效果满意度的影响。方法选择蚌埠医学院临床医学专业2015级本科生80名作为研究对象，采用随机数字表法将研究对象分为观察组和对照组，每组40名学生。对照组采用传统的纯理论灌输式教学模式进行教学，观察组则进行PBL教学结合课间见习的模式。教学结束后，对比2组学生的理论考试成绩，在自学能力、文献查阅能力、分析问题能力、交流能力、总结能力等5个方面学习能力的差异，以及2组学生对教学效果的满意程度。结果观察组学生理论考试成绩为(87.41±5.59)分，对照组为(73.32±7.98)分，差异有统计学意义(t=9.146，P＜0.001)；2组在自学能力、文献查阅能力、分析问题能力、交流能力、总结能力等5个方面的学习能力比较，t值分别为16.102、12.215、15.813、11.934、12.624，差异均有统计学意义(均P＜0.001)；观察组对教学效果的满意程度亦高于对照组，差异有统计学意义(Z=6.391，P＜0.001)。结论 PBL联合课间见习教学能够提高学生学习主动性，提升教学效果，增强临床思维能力，是一种符合教育规律和合格医学人才培养的优质教学模式。
- 基于问题的学习方式 /
- 课间见习 /
- 儿科 /
- 教学效果
Abstract: Objective To analyse the influence of problem-based learning (PBL) combined with interclass probation teaching on scientific theory test scores, students' learning ability and students' satisfaction with teaching effect. Methods A total of 80 undergraduates majoring in clinical medicine in Bengbu Medical College in 2015 were selected as the study subjects. The subjects were divided into observation group and control group by random number table method, with 40 students in each group. The control group adopted the traditional pure theory teaching mode, whilst the observation group adopted the PBL teaching mode combined with interclass probation. After the end of teaching, the theoretical test scores of both groups were compared. In addition, the differences of learning ability in five aspects, including self-study ability, literature review ability, problem analysis ability, communication ability and summary ability, and the satisfaction degree of both groups to the teaching effect were compared. Results The theoretical test scores of students in the observation group were (87.41±5.59) points, and those in the control group were (73.32±7.98) points. The difference was statistically significant (t=9.146, P < 0.001). The t-values of both groups for self-learning ability, literature review ability, problem analysis ability, communication ability and summary ability were 16.102, 12.215, 15.813, 11.934 and 12.624, respectively. The differences were statistically significant (all P < 0.001). The satisfaction degree of teaching effect in the observation group was also higher than that in the control group, and the difference was statistically significant (Z=6.391, P < 0.001). Conclusion PBL combined with interclass probation teaching can improve students' learning initiative, improve teaching effect and enhance clinical thinking ability. It is a high-quality teaching mode in line with the law of education and the training of qualified medical personnel.
- Problem-based learning /
- Interclass probation /
- Paediatrics /
- Teaching effect

HTML全文

表 1 2组学生基本资料比较

组别	例数	性别(例)		年龄(x±s，岁)
组别	例数	男生	女生	年龄(x±s，岁)
观察组	40	20	20	21.53±1.06
对照组	40	26	14	21.65±1.12
统计量		1.841^a		-0.512^b
P值		0.175		0.610
注：^a为χ²值，^b为t值。

下载: 导出CSV

表 2 2组学生学习能力比较(x±s, 分)

组别	例数	自学能力	文献查阅能力	分析能力	交流能力	总结能力
观察组	40	17.75±1.51	14.85±1.81	16.90±1.86	16.27±1.89	16.50±2.11
对照组	40	11.37±2.00	9.92±1.80	10.27±1.89	11.05±2.02	10.60±2.07
t值		16.102	12.215	15.813	11.934	12.624
P值		＜0.001	＜0.001	＜0.001	＜0.001	＜0.001

下载: 导出CSV

表 3 2组学生对教学效果的满意度比较(例)

组别	例数	非常满意	满意	不满意
观察组	40	30	10	0
对照组	40	3	24	13
注：2组满意度比较，Z=6.391，P＜0.001。

下载: 导出CSV

参考文献(17)

[1]	春花, 屈艺, 母得志. 浅谈不同教学方法在儿科教学中的优缺点[J]. 教育教学论坛, 2019(21): 149-151. https://www.cnki.com.cn/Article/CJFDTOTAL-JYJU201921066.htm
[2]	杜芳, 张铭龙. PBL与LBL有机融合在中医儿科学手足口病教学中的应用[J]. 世界最新医学信息文摘, 2020, 20(40): 282-283. doi: 10.3969/j.issn.1671-3141.2020.40.191
[3]	RAJAN S, KHANNA A, ARGALIOUS M, et al. Comparison of 2 resident learning tools-interactive screen-based simulated case scenarios versus problem-based learning discussions: A prospective quasi-crossover cohort study[J]. J Clin Anesth, 2016, 28(1): 4-11.
[4]	TSHITENGE S T, NDHLOVU C E, OGUNDIPE R. Evaluation of problem-based learning curriculum implementation in a clerkship rotation of a newly established African medical training institution: Lessons from the University of Botswana[J]. Pan African Med Jour, 2017, 27(3): 13-20. http://europepmc.org/abstract/MED/28748015
[5]	张春妤, 王妍, 梁华茂. 北京大学第三医院八年制临床医学专业学生妇产科临床见习现状调查[J]. 中华医学教育杂志, 2019, 39(3): 189-192. doi: 10.3760/cma.j.issn.1673-677X.2019.03.008
[6]	SILALAHI J, ABDULLAH R. Effects of problem-based learning model and collaborative learning model on the learning outcomes of mechanics engineering[J]. J Phys, 2020, 1456(12): 35-41. http://www.researchgate.net/publication/339171877_Effects_of_problem-based_learning_model_and_collaborative_learning_model_on_the_learning_outcomes_of_mechanics_engineering
[7]	刘晓林, 陈育华, 谢静, 等. PBL教学法在神经内科临床实习教学中的应用[J]. 中华全科医学, 2017, 15(10): 1776-1778. https://www.cnki.com.cn/Article/CJFDTOTAL-SYQY201710042.htm
[8]	于金凤, 梁春娥, 池成涛. PBL教学法在儿科学理论教学中的应用[J]. 黑龙江科学, 2020, 11(11): 96-97. doi: 10.3969/j.issn.1674-8646.2020.11.046
[9]	马超, 刘春枝. PBL教学法在儿科临床教学中的应用效果分析[J]. 内蒙古医科大学学报, 2016, 38(S1): 122-124. https://www.cnki.com.cn/Article/CJFDTOTAL-NMYX2016S1045.htm
[10]	杨莲芳, 朱璐卡, 王井和. CBL与PBL教学法在儿科学临床实习教学中的效果比较[J]. 中国高等医学教育, 2016, 2(11): 121-122. doi: 10.3969/j.issn.1002-1701.2016.11.062
[11]	王丹, 夏凯愉, 钱燕, 等. PBL联合CBL教学模式在儿科整合教学中的应用[J]. 中国继续医学教育, 2019, 11(9): 8-10. doi: 10.3969/j.issn.1674-9308.2019.09.004
[12]	IBRAHIM, ALMUKARRAMAH, GUNAWAN, et al. Implementation of problem-based learning to improve students' critical thinking skills[J]. J Phys, 2020, 1460(12): 58-64. doi: 10.1088/1742-6596/1460/1/012058/pdf
[13]	ALI K, ZAHRA D, MCCOLL E, et al. Impact of early clinical exposure on the learning experience of undergraduate dental students[J]. Eur J Dent Educ, 2018, 22(1): 75-80. doi: 10.1111/eje.12260
[14]	王莹, 郝伟. CBL联合PBL教学模式在心血管内科临床教学中应用效果评价[J]. 中国病案, 2017, 18(9): 83-85. doi: 10.3969/j.issn.1672-2566.2017.09.029
[15]	孙韬. 问题导向学习教学法在儿科临床带教中的应用分析[J]. 河南医学研究, 2017, 26(12): 2171-2172. doi: 10.3969/j.issn.1004-437X.2017.12.029
[16]	唐仕芳, 张娅琴, 伍莉, 等. PBL联合模拟教学在综合性医院儿科临床见习中的应用[J]. 检验医学与临床, 2019, 16(19): 2909-2911. doi: 10.3969/j.issn.1672-9455.2019.19.052
[17]	吴淑芬, 曾超, 李亚蕊, 等. 以问题为基础的教学法联合高级智能模拟系统在儿科学临床教学中的应用研究[J]. 中国药物与临床, 2019, 19(10): 1707-1708. https://www.cnki.com.cn/Article/CJFDTOTAL-YWLC201910062.htm