PBL教学法联合血管腔内模拟器在血管外科临床实习教学中的应用

唐文波; 都晓英; 高涌; 宋涛; 聂中林; 余朝文

doi:10.16766/j.cnki.issn.1674-4152.002252

PBL教学法联合血管腔内模拟器在血管外科临床实习教学中的应用

doi: 10.16766/j.cnki.issn.1674-4152.002252

蚌埠医学院第一附属医院血管外科，安徽蚌埠 233004

基金项目:

蚌埠医学院教学研究(校级重点)项目 2019jyxm46

蚌埠医学院教学研究(校级重点)项目 2019jyxm49

安徽省高等学校教学研究(省级重点)项目 2020jyxm1213

详细信息

通讯作者:
余朝文，E-mail：Doctoryu16@163.com

中图分类号: R192 R61
计量
- 文章访问数: 102
- HTML全文浏览量: 92
- PDF下载量: 6
- 被引次数: 0
出版历程
- 收稿日期: 2021-05-30
- 网络出版日期: 2022-03-02

Application of PBL teaching method combined with endovascular simulator in clinical practice teaching of vascular surgery

Department of Vascular Surgery, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

摘要

摘要: 目的探讨以问题为基础的教学模式(problem based learning，PBL)联合血管腔内模拟器在血管外科临床医学实习生教学中开展的作用。方法选取在蚌埠医学院第一附属医院实习的2016级临床本科生100人为研究对象，按随机数字表法分为试验组与对照组，每组各50人；对照组采用传统教学模式及PPT手术演示，试验组采用PBL教学法联合血管腔内模拟器教学。带教结束后分别对2组学生进行理论知识、技能操作考核, 最后以不记名形式对2种教学模式的学习兴趣、学习能力、课堂氛围、掌握理论情况、掌握技能情况进行评价。最终通过理论考核及调查问卷比较2种教学模式的教学效果。结果试验组的考核成绩分别为(83.15±9.45)分和(84.36±7.28)分，均高于对照组的考核成绩[(75.45±7.78)分和(73.38±6.96)分]，差异均有统计学意义(均P < 0.05)；问卷调查对学生学习兴趣、学习能力、课堂氛围、掌握理论及技能情况进行打分及结果分析显示：试验组学生对调查内容的评价明显高于对照组，差异有统计学意义(P < 0.05)，总之，试验组学生对PBL教学法联合血管腔内模拟器教学模式的调查评价均为良好。结论在血管外科临床实习教学中，采用PBL教学法联合血管腔内模拟器教学模式比传统教学更可促进学生综合能力的培养，取得了良好的教学效果，值得推广应用。
- PBL教学法 /
- 血管腔内模拟器 /
- 血管外科 /
- 临床实习教学
Abstract: Objective To explore the role of problem based learning (PBL) teaching method combined with intravascular simulator teaching mode in the teaching of clinical medical interns in vascular surgery. Methods One hundred undergraduates majoring in clinical medicine in the First Affiliated Hospital of Bengbu Medical College were selected as the research objects and randomly divided into the experimental group and control group, with each group including 50 undergraduates in 2016. Students in the control group adopted traditional teaching mode and PPT demonstration operation mode, whilst students in the experimental group adopted PBL teaching method combined with intravascular simulator teaching mode. The two groups of students were taught by the same group of teachers with clinical teaching experience. After the teaching, this group of teachers objectively assessed the theoretical knowledge and skill operation of the two groups of students. The two groups of students evaluated the learning interest, learning ability, classroom atmosphere, mastery of theory and skills of the two teaching modes anonymously. Finally, through theoretical assessment and questionnaire, the teaching effects of the two teaching modes were compared. Results The scores of the experimental group were (83.15±9.45) points and (84.36±7.28) points, which were higher than those of the control group [(75.45±7.78) points and (73.38±6.96) points], respectively, and the difference was statistically significant (all P < 0.05). Students' learning interest, learning ability, classroom atmosphere, theoretical knowledge and skills were scored according to the questionnaire survey, and the results were analysed. Results showed that the evaluation of the survey contents of the experimental group was significantly higher than that of the control group, and the difference was statistically significant (P < 0.05). In short, all students in the experimental group had good evaluation on the investigation of PBL teaching method combined with intravascular simulator teaching mode. Conclusion In clinical practice teaching of vascular surgery, PBL teaching method combined with intravascular simulator teaching mode can promote the cultivation of students' comprehensive ability more than traditional teaching and achieves good teaching effect, which is worthy of popularisation and application.
- PBL teaching method /
- Intravascular simulator /
- Vascular surgery /
- Clinical practice teaching

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表 1 2组学生一般资料比较

组别	例数	性别(例)		年龄 (x±s，岁)
组别	例数	男性	女性	年龄 (x±s，岁)
对照组	50	29	21	22.30±0.92
试验组	50	32	18	22.38±0.71
统计量		0.811^a		0.485^b
P值		0.419		0.629
注：^a为χ²值，^b为t值。

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表 2 2组学生各项考核成绩比较(x±s，分)

组别	例数	理论成绩	技能成绩
对照组	50	77.02±8.85	72.56±7.83
试验组	50	85.04±9.34	84.34±6.62
t值		4.409	8.114
P值		< 0.001	< 0.001

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表 3 2组学生调查问卷结果(x±s，分)

组别	例数	学习兴趣	学习能力	课堂氛围	掌握理论情况	掌握技能情况
对照组	50	7.04±1.61	7.01±0.91	7.14±1.26	7.07±1.14	6.95±1.20
试验组	50	8.31±1.23	7.82±1.10	8.33±1.16	8.39±0.86	7.94±1.03
t值		4.418	4.002	4.870	6.523	5.375
P值		< 0.001	< 0.001	< 0.001	< 0.001	< 0.001

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