基于PBL的拼图式教学法在消化内科实习教学中的应用

赵睿; 顾林; 马振增; 黄军

doi:10.16766/j.cnki.issn.1674-4152.003477

基于PBL的拼图式教学法在消化内科实习教学中的应用

doi: 10.16766/j.cnki.issn.1674-4152.003477

蚌埠医科大学第一附属医院消化内科，安徽蚌埠 233004

基金项目:

安徽省高等学校质量工程项目 2020jyxm1195

蚌埠医学院校级重点质量工程项目 2020fyjyxm03

详细信息

通讯作者:
顾林，E-mail: 27692848@qq.com

中图分类号: R192 R57
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- 被引次数: 0
出版历程
- 收稿日期: 2024-01-07
- 网络出版日期: 2024-05-29

Application of Jigsaw teaching method based on PBL in practice teaching of gastroenterology

Department of Gastroenterology, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

摘要

摘要: 目的在消化内科实习教学中应用Jigsaw教学法联合PBL教学法的混合式教学模式，分析其教学效果。方法选择2023—2024年度在蚌埠医科大学第一附属医院消化内科实习的医学本科生80名，根据随机数字表法分为对照组(传统PBL教学法)和实验组(Jigsaw教学法联合PBL教学法)，每组各40例，教学结束后比较2组学生理论考核、技能考核和临床综合能力考核，以及学生自我评价。结果实验组学生除了学习效率与对照组比较差异无统计学意义(P>0.05)外，学习兴趣、自主学习能力、团队协作能力、自我满意度及总分均显著高于对照组(P < 0.05)。实验组学生理论考试成绩[(29.85±4.07)分]，技能考试成绩[(8.41±0.62)分]均高于对照组[(25.78±2.64)分，(7.32±0.88)分]，差异均有统计学意义(P < 0.05)。实验组学生临床综合能力测试总成绩[(40.85±1.87)分]高于对照组[(35.81±3.77)分]，且实验组学生病史采集、体格检查、临床诊疗思维、病历书写成绩均高于对照组学生(P < 0.05)。结论在消化内科临床实习教学中应用Jigsaw教学法联合PBL教学法这种混合式教学模式可以获得显著效果，实习生满意度高，在今后的临床实习教学中可以推广应用。
- 消化内科 /
- 临床教学 /
- Jigsaw教学法 /
- PBL教学法
Abstract: Objective To apply the mixed teaching model of Jigsaw teaching method and PBL teaching method to practice teaching of gastroenterology to improve the effect of clinical practice teaching of gastroenterology. Methods Eighty medical undergraduates were selected to practice in the Department of Gastroenterology of the First Affiliated Hospital of Bengbu Medical University from 2023 to 2024. They were randomly divided into the control group (PBL teaching method alone) and the experimental group (Jigsaw teaching method combined with PBL teaching method). After teaching, the two groups were compared on the theoretical evaluation, skill evaluation, and clinical comprehensive ability evaluation, as well as the students ' self-evaluation. Results In addition to no significant difference in learning efficiency between the students in the experimental group and the control group (P>0.05), their learning interest, independent learning ability, teamwork ability, self-satisfaction and total score were significantly higher than those in the control group (P < 0.05). The theoretical test score of the experimental group (29.85±4.07) was higher than that of the control group (25.78±2.64), and the skill test score of the experimental group (8.41±0.62) was also higher than that of the control group (7.32±0.88), and the differences were statistically significant (P < 0.05). The total score of the clinical comprehensive ability test in the experimental group (40.85±1.87) was higher than that in the control group (35.81±3.77), and the scores of history taking, physical examination, clinical diagnosis and treatment thinking, and medical record writing in the experimental group were higher than those in the control group (P < 0.05). Conclusion The mixed teaching mode of Jigsaw teaching method combined with PBL teaching method can achieve remarkable effect in the application of clinical practice teaching of gastroenterology department, with high satisfaction of interns, and can be popularized in the future clinical practice teaching.
- Department of gastroenterology /
- Clinical teaching /
- Jigsaw teaching method /
- PBL teaching method

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表 1 2组学生基本情况比较

Table 1. Comparison of the basic situation of the two groups of students

组别	人数	性别(人)		年龄(x±s，岁)
组别	人数	男性	女性	年龄(x±s，岁)
实验组	40	21	19	21.40±0.84
对照组	40	17	23	21.50±0.91
统计量		0.792^a		0.512^b
P值		0.374		0.611
注：^a为χ²值，^b为t值。

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表 2 2组学生自我评价比较(x±s，分)

Table 2. Comparison of self-evaluation between the two groups of students(x±s, points)

组别	人数	学习兴趣	学习效率	自主学习能力	团队协作能力	自我满意度	总分
实验组	40	16.30±1.57	14.18±2.72	17.05±1.50	17.40±1.37	17.68±1.31	82.60±3.87
对照组	40	13.14±3.05	14.00±2.86	12.58±2.15	12.85±2.23	14.25±1.81	66.80±5.45
t值		5.826	0.288	10.784	10.995	9.709	14.950
P值		＜0.001	0.774	＜0.001	＜0.001	＜0.001	＜0.001

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表 3 2组学生理论考核和技能考核成绩比较(x±s，分)

Table 3. Comparison of the scores of the two groups of students in the theoretical assessment and the skill assessment(x±s, scores)

组别	人数	理论考核	技能考核
实验组	40	29.85±4.07	8.41±0.62
对照组	40	25.78±2.64	7.32±0.88
t值		5.306	6.404
P值		＜0.001	＜0.001

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表 4 2组学生临床综合能力考核的比较(x±s，分)

Table 4. Comparison of clinical comprehensive ability assessment between two groups of students(x±s, scores)

组别	人数	病史采集	体格检查	临床诊疗思维	医患沟通能力	病历书写	总分
实验组	40	8.37±0.63	8.48±0.58	8.33±0.59	7.30±0.93	8.38±0.62	40.85±1.87
对照组	40	7.25±0.83	7.09±0.78	7.10±0.84	7.10±0.84	7.27±0.82	35.81±3.77
t值		6.800	9.044	7.578	1.009	6.829	7.574
P值		＜0.001	＜0.001	＜0.001	0.316	＜0.001	＜0.001

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