PBL教学法联合病案式在心血管内科教学查房中的临床应用

目的:探讨问题为中心的(PBL)教学法联合病案式在心血管内科教学查房中的临床应用。方法:选取我院2010级临床医学专业本科学生48人,依据随机数字表法分为对照组和观察组,选择具有丰富教学经验且从事教学工作10年以上的教师进行心血管内科的授课,选择具有代表性的临床病例进行讲解,对照组采用传统知识传授型(LBL)教学法,观察组采用PBL教学法,授课3周后,评价两组学生的考试成绩、临床操作技能和课程满意度。结果:考试成绩结果显示观察组基础知识得分与对照组差异无统计学意义(P0.05),而病例分析和临床操作结果显示观察组得分显著高于对照组,差异有统计学意义(P0.05)。观察组对课程的满意度为83.33%,对照组为54.17%,观察组显著高于对照组,差异有统计学意义(P0.05)。结论:PBL教学法联合病案式在心血管内科教学查房中较LBL具有显著的优势,值得在临床实习教学工作中推广应用。

Clinical Application of PBL Teaching Method Combined with Case-based Learning in Teaching Rounds of Cardiovascular Medicine

Objective:To investigate the clinical application of problem-baesd learning (PBL) teaching method combined with case-based learning in teaching rounds of cardiovascular medicine.Methods:Selected 48 cases of clinical undergraduates of 2013 class in our hospital, and were divided into control group and observation group by random number table method. And selected the teachers carried out the teaching of cardiovascular department of internal medicine who had a wealth of teaching experience and engaged in teaching for more than 10 years, and chosed the representative clinical cases to explain, the students in control group were applied with traditional lecture-based learning (LBL) teaching method, while the students in observation group were applied with PBL teaching method. After 3 weeks of instruction, Evaluated the examination results,clinical skills and course satisfaction of students in two groups.Results:The examination result showed that basic knowledge in two groups had on statistical significance (P>0.05), while the case analysis and clinical results showed that the scores of the observation group was significantly higher than that of the control group, the difference was statistically significant (P<0.05). The satisfaction degree of the observation group was 83.33%, the control group was 54.17%, the observation group was significantly higher than that in the control group, the difference was statistically significant(P<0.05).Conclusion:The PBL teaching method is superior to the traditional teaching method in teaching rounds of cardiovascular medicine, it was worthy of application in clinical practices.