PBL和LBL相结合的双轨教学法在胸外科临床教学中的效果评估

目的：PBL和LBL相结合的双轨教学法较LBL教学法在胸外科临床教学中的不同效果。方法：随机抽取我校临床专业学生160名，随机分为实验组（LBL＋LBL法）及对照组（LBL法），实验组用LBL讲授完核心知识后采用PBL教学，对照班则全部采用LBL教学，每组各80人。采用期末考试成绩和问卷调查相结合的形式，进行教学效果的评估。在学习结束时，采用闭卷考试的形式进行成绩考核；同时采用不记名问卷调查，进行两种教学效果和教学模式的评价。结果：PBL教学法有利于胸外科医学生，临床教学中的知识掌握。实验组学生在病例分析、基本技能及总成绩等部分成绩明显高于对照组，有统计学意义（表2，t=9．1301，7．9672，11．8624，P〈0．05）；两组学生在理论知识考试部分成绩水平持平，无统计学差异（表2，t=-1．3660，P〉0．05）。并且无论对于教学效果和教学模式，实验组对PBL教学法的评价也明显优于LBL教学法（表3，x2=-6．1365，P〈0．05；表4，x2=-29．2650，P〈0．01）。PBL和LBL相结合的双轨教学法在教学模式在理论成绩与实践考核等方面优于LBL教学法。结论：胸外科临床教学中PBL和LBL相结合的双轨教学法有助于提高学生的自主临床思维、提高学生的学习积极性，最终可以有效提高学习效果。

The Effect of Double-Track Teaching Method in the Study of Thoracic Surgery Clinical Teaching

Objective： To evaluate the effects of the two-track teaching thoracic surgery clinical teaching. Methods： Two sections of undergraduates were treated as experimental and control groups （PBL＋ LBL group and LBL group）, respectively. Each group was 80 students. In experirnental group, PBL was introduced after the core content of the textbook was completed with LBL, while LBL was used in control group throughout. At the end of the study, the assessment of teaching effects was conducted by the final examination and questionnaires. Results： There were significant differences in the case analysis, basic skills and overall score in the t＇mal examination between the groups （Table 2, t=9.1301,7.9672, 11.8624, 5.54, P〈0.01）. However, there was no significant difference in the theoretical knowledge in Medical Physics between the two groups （Table 2, t=1.3660, P〉0.05）. The experimental group evaluated that the PBL was significantly better than the LBL both in effectiveness and mode （Table 3, xZ=-6.1365, P〈0.05; Table 4, xZ=29.2650, P〈0.01）. Double-track teaching method was better than LBL teaching method in the theoretical effects and practical assessment. Conclusion： Two-track teaching method helps to improve independent and enthusiasm of students in the clinical teaching of thoracic surgery. It is recommended that PBL could be adopted together with LBL in clinical teaching with a satisfactory effect.