PBL与LBL教学法在内科学查房教学中的临床对比研究

目的:比较以问题为基础(PBL)和以授课为基础(LBL)的教学法在内科学查房教学中的应用效果。方法:选取2014年6月-2015年6月内科78名本科实习生参与研究,将学生随机分成PBL教学组(n=39名)和LBL教学组(n=39名),经过为期一年的学习后通过综合考试及问卷调查评价教学效果。结果:PBL组学生的理论考试成绩总分及病例分析题得分显著高于LBL组学生,差异有统计学意义(P0.05);PBL教学组学生在提高学生文献检索的能力、自学能力、解决问题的能力、提高学习效率、锻炼人际沟通能力、培养团队合作精神、有利于理解记忆知识、接受该教学方法的占比明显高于与LBL教学组学生,具有统计学意义(P0.05)。结论:与LBL教学法相比,PBL教学法在教学查房中具有较好的教学效果,在提高学生的文献检索能力、自学能力、解决问题的能力、人际沟通能力、团队合作等综合素质有优势。

Clinical Comparative Study of Problem-based Learning and Lecture-based Learning in Teaching Rounds of Internal Medicine

Objective:To compare the effect of problem-based learning(PBL)and lecture-based learning(LBL)in teaching rounds of internal medicine.Methods:There were 78 undergraduate students practicing in internal medicine from June of 2014 to June of 2015 divided into PBL group(n=39) and LBL group(n=39) randomly, PBL and LBL teaching methods were used in the two groups respectively for one year. The teaching effectiveness of these two teaching methods were compared and appraised.Results:Total scores of theory test and the scores of clinical analysis of PBL group were significantly higher than that of LBL group (P<0.05). The proportion of improved literature retrieval capability, Self-study ability, problemsolving ability, learning efficiency, communication ability, teamcooperation spirit, understanding memory ability and willing to accept in PBL group teaching method was significantly higher than that of LBL group.Conclusion:Compared with LBL teaching methods, PBL teaching method in the clinical teaching rounds has better teaching effect, with advantage of improving students''ability of literature retrieval, self-study ability, problem-solving ability, communication ability and team cooperation.