摘要
目的:探讨PBL教学模式在泌尿外科疾病临床教学中的应用效果。方法:采用同期对照研究分析比较了49名接受LBL和53名接受PBL模式教学的临床医学本硕连读七年制学生在泌尿外科疾病临床教学效果上的差异。结果:接受PBL模式教学组的学生教师满意度评分显著高于LBL模式教学组(P=0.005)。前组学生的病例分析考察评分(包括疾病诊断能力和治疗方案选择能力)也显著高于后组学生(P=0.006,P=0.022)。此外,PBL教学模式下的学生对教师满意度也显著高于LBL教学模式(P=0.002)。结论:PBL教学模式在泌尿外科疾病的临床教学中具有良好的效果,值得继续完善和推广。
Purpose：To investigate the effects of PBL in clinical teaching in urological disease.Methods：49 students in LBL model and 53 students in PBL model from Grade 4,7-y Clinical Medicine were compared for the effects of urological disease teaching in parallel.Results：The students in PBL model had a higher score of satisfaction than those of the students in LBL model（P=0.005）.The ability of clinical management,including diagnosis and treatment,was also significantly higher in PBL students than those of LBL students（P=0.006,P=0.022）.Additionally,the students in PBL model were more satisfied with their teacher than those of the students in LBL model（P=0.002）.Conclusion：PBL is an effective model in teaching of urological disease,and worthy to be improved.
作者
黄玉华
魏雪栋
钱春娅
浦金贤
侯建全
HUANG Yu-hua;WEI Xue-dong;QIAN Chun-ya;PU Jin-xian;HOU Jian-quan(The First Affiliated Hospital,Soochow University,Urology,Suzhou,Jiangsu 215006,China)
出处
《教育教学论坛》
2018年第36期162-164,共3页
Education And Teaching Forum
基金
国家自然科学基金青年项目(81300537)
苏州市应用卫生基础研究项目(SYS201601)
