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PBL结合CBL及情景式教学在妇产科实习带教中的应用

林路 胡晓文 何玉

林路, 胡晓文, 何玉. PBL结合CBL及情景式教学在妇产科实习带教中的应用[J]. 中华全科医学, 2022, 20(9): 1579-1582. doi: 10.16766/j.cnki.issn.1674-4152.002653
引用本文: 林路, 胡晓文, 何玉. PBL结合CBL及情景式教学在妇产科实习带教中的应用[J]. 中华全科医学, 2022, 20(9): 1579-1582. doi: 10.16766/j.cnki.issn.1674-4152.002653
LIN Lu, HU Xiao-wen, HE Yu. Application of PBL combined with CBL and situational teaching in practice teaching of obstetrics and gynecology[J]. Chinese Journal of General Practice, 2022, 20(9): 1579-1582. doi: 10.16766/j.cnki.issn.1674-4152.002653
Citation: LIN Lu, HU Xiao-wen, HE Yu. Application of PBL combined with CBL and situational teaching in practice teaching of obstetrics and gynecology[J]. Chinese Journal of General Practice, 2022, 20(9): 1579-1582. doi: 10.16766/j.cnki.issn.1674-4152.002653

PBL结合CBL及情景式教学在妇产科实习带教中的应用

doi: 10.16766/j.cnki.issn.1674-4152.002653
基金项目: 

安徽省高等学校省级质量工程项目 2017jyxm1399

详细信息
    通讯作者:

    何玉, E-mail: heyu1972@163.com

  • 中图分类号: R192 R71

Application of PBL combined with CBL and situational teaching in practice teaching of obstetrics and gynecology

  • 摘要:   目的  在妇产科临床实习带教中应用以问题为基础的学习(problem-based learning,PBL)结合病例导入式学习(case-based learning,CBL)及情景式教学,并对教学效果进行分析。  方法  将在蚌埠医学院第一附属医院妇产科实习的2020级本科实习生62名作为对照组,在实习带教中采用传统的教学模式; 将同在蚌埠医学院第一附属医院妇产科实习的2021级本科实习生62名作为观察组,在临床实习带教中采用全新的PBL结合CBL及情景式教学的教学方法。对2组实习生的综合考核成绩及教学满意度进行统计学比较与分析。  结果  观察组实习生在综合测评成绩、对教学方法的综合满意度方面的评价均明显高于对照组(均P<0.05);观察组实习生理论知识考核[(90.62±3.75)分]、实践技能考核[(89.88±5.13)分]明显高于对照组[(81.44±6.93)分与(76.41±5.80)分],2组间差异有统计学意义(均P<0.05)。  结论  在妇产科临床实习带教中打破常规,创新思维,紧跟时代步伐,将以问题为基础的学习、病例导入式学习、情景模拟教学等多种教学模式合理融合应用,能进一步提高实习生的理论知识考核及实践知识考核成绩,同时也提高了实习生对于教学的综合满意度,提升妇产科临床实习的带教质量,从而为培养出高素质综合技能型医学人才奠定坚实的基础。

     

  • 表  1  2组实习生基本资料比较

    Table  1.   Comparison of the basic information of the two groups of interns

    组别 例数 性别(例) 年龄(x±s,岁) 学历(例)
    男生 女生 本科 专科
    观察组 62 20 42 20.8±0.72 49 13
    对照组 62 24 38 20.9±0.76 47 15
    统计值 0.564a 0.269b 0.185a
    P 0.453 0.789 0.668
    注:a为χ2值,bt值。
    下载: 导出CSV

    表  2  2组实习生综合测评成绩比较(x±s,分)

    Table  2.   Comparison of the results of the comprehensive evaluation between the two groups of interns (x±s, points)

    组别 例数 理论知识 病历书写 沟通能力 实操能力
    观察组 62 7.62±1.23 7.47±0.88 7.59±0.47 7.82±0.92
    对照组 62 8.91±1.31 9.06±0.86 8.86±0.65 9.34±0.36
    t 4.613 11.362 21.171 15.229
    P <0.001 <0.001 <0.001 <0.001
    下载: 导出CSV

    表  3  2组实习生对实习带教的满意度比较[例(%)]

    Table  3.   Comparison of the satisfaction of the two groups of interns to the practice teaching [cases (%)]

    组别 例数 激发学习兴趣 培养创新思维 提高自主学习能力 提高实践操作能力 提高沟通能力 提高问题解决能力
    观察组 62 53(85.48) 50(80.65) 47(75.81) 45(72.58) 50(80.65) 44(70.97)
    对照组 62 62(100.00) 62(100.00) 61(98.39) 59(95.16) 60(96.77) 58(93.55)
    χ2 7.668 11.164 12.127 10.075 6.522 9.339
    P 0.006 <0.001 <0.001 0.002 0.011 0.002
    下载: 导出CSV
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  • 收稿日期:  2022-03-25
  • 网络出版日期:  2022-11-29

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