摘要
目的探讨PBL教学法在急诊临床见习教学中培养学生逆向思维能力的效果。方法选择我校2004级医疗五年制临床见习学生，随机分成实验组（采用PBL教学法教学）和对照组（采用传统的LBL教学法教学），利用试卷考核和问卷调查的形式评估教学效果。结果试卷考核中，实验组考核分数明显高于对照组（P≤0．05）。问卷调查中，实验组对各项目的感受较对照组显著（P≤0．01）。结论PBL教学法的引进，为急诊临床教学培养学生逆向思维能力提供了一条新思路。
Objective To study the effects of the cultivation of reverse thinking ability by problem based learning （PBL） used in emergency education during clinical practice. Methods The apprentices of five - year clinical medical majors were randomly divided into two groups ： test group with PBL method and control group with traditional LBL method. After learning, the tests and questionnaires were used to evaluate the result. Results In tests, the scores of test group were higher than those of control group （ P ≤ 0. 05 ）. In questionnaires, teaching effects in test group were superior to those in control group （P ≤0.01 ）. Conclusion PBL method shows a new way to cultivate reverse thinking ability in emergency clinical teaching.
出处
《中国急救医学》
CAS
CSCD
北大核心
2010年第8期756-758,共3页
Chinese Journal of Critical Care Medicine
关键词
PBL教学法
逆向思维
急诊
临床教学
Problem based learning （PBL）
Reverse thinking
Emergency
Clinical teaching
