摘要
目的探讨以问题为基础的学习（Problem-basedlearning，PBL）结合“准住院医师”模式在肾内科临床见习中的应用效果。方法将60名见习学生按单双学号分为实验组（30人）和对照组（30人）；实验组应用PBL结合“准住院医师”模式带教，对照组按传统方式带教。教学效果评价从学生出科考试成绩及调查问卷两方面来进行；结果采用X2^检验进行分析，P〈0．05表示有统计学意义。结果实验组学生出科考试的平均成绩为（80．22-4-5．34）分，对照组为（76．53±5．27）分；差异有统计学意义（P〈0．05）。实验组对PBL结合“准住院医师”模式的8项评价指标的总体满意度为93．00％，对照组对传统教学法的8项评价指标的总体满意度为73．75％。实验组学生在教学方式灵活性、能提高学习兴趣、能培养查阅文献能力及能提高独立解决临床问题能力等方面的满意度均高于对照组，差异有统计学意义（P〈0．05）。结论PBL结合“准住院医师”模式在肾内科临床见习中具有较明显优势，值得推广应用。
Objective To explore the effect of applying problem-based learning （PBL） com- bined with ＇ pre-resident physician＇ teaching model in clinical practice in the nephrology department. Methods Sixty students in clinical practice were divided into two groups： experimental group and control group. The students in experimental group were received PBL in combination with ＇ pre-resident physician＇ teaching model while those in control group were received traditional teaching model. The effect was evaluated according to the results of theoretic examination and investigation. The results were analyzed by X2 test and P 〈 0.05 signified statistically significant. Results The average score of theo- retic examination in experimental group was 80.22 while that in control group was 76.53. The students in experimental group had significant higher score than those in control group（P 〈 0. 05）. The overall satisfaction degree was 93.00% in experimental group concerning the 8 indicators in PBL combined ＇ pre-resident physician＇ teaching model, while that was 73.75% in control group concerning the 8 in- dicators in traditional teaching mode. Concerning the aspects of teaching flexibility, arousing learning interest, training literature capacity and improving ability of independent problem solving, the satisfac- tion degree was higher in experimental group than in control group （ P 〈 0. 05 ）. Conclusion PBL in combination with ＇ pre-resident physician＇ teaching model has evident advantages in clinical practice in nephrology department.
出处
《中华医学教育探索杂志》
2012年第9期915-918,共4页
Chinese Journal of Medical Education Research
