摘要
目的探讨情景理论下以问题为导向的教学方法(problem-based learning,PBL)在心内科教学中的应用及效果。方法选取2022年1月—2023年6月新疆医科大学第七附属医院心血管内科接收的96名心内科学生为研究对象,根据随机数表法分为传统组与联合组,各48名,传统组予以传统教学法,联合组予以情景理论下PBL教学法,对比两组学生的考核成绩、综合能力、教学效果、教学满意度。结果联合组的理论与操作成绩高于传统组,差异有统计学意义(P均<0.05);联合组的分析能力、沟通能力、学习能力、解决问题能力评分高于传统组,差异有统计学意义(P均<0.05);联合组的学习积极性、知识获取、实践操作、团队合作各维度提升学生数量占比高于传统组,差异有统计学意义(P均<0.05);联合组的总满意率高于传统组,差异有统计学意义(P<0.05)。结论将情景理论下PBL教学法运用于心内科教学中,能够显著提升学生学习兴趣,促其自主学习,使其综合能力得到提高,并能提升教学效果与满意度。
Objective To explore the application and effect of problem-based learning(PBL)teaching method in cardiology teaching under scenario theory.Methods 96 cardiology students admitted to the Department of Cardiovascular Medicine,the Seventh Affiliated Hospital of Xinjiang Medical University from January 2022 to June 2023 were selected as the research objects.According to the random number table method,they were divided into a traditional group and a combined group of 48 students each.The traditional group was given traditional teaching method,and the combined group was given PBL teaching method under scenario theory.Compare the assessment scores,comprehensive abilities,teaching effects,and teaching satisfaction of the two groups of students.Results The theoretical and operational scores of the combined group were higher than those of the traditional group,and the differences were statistically significant(both P<0.05).The joint group's analysis ability,communication ability,learning ability,and problem-solving ability scores were higher than those of the traditional group,and the difference was statistically significant(all P<0.05).The proportion of students in the combined group who improved in the dimensions of learning enthusiasm,knowledge acquisition,practical operations,and teamwork was higher than that in the traditional group,and the differences were statistically significant(all P<0.05).The overall satisfaction rate of the combined group was higher than that of the traditional group,and the difference was statistically significant(P<0.05).Conclusion Applying PBL teaching method under scenario theory to cardiology teaching can significantly enhance students'learning interest,promote their independent learning,improve their comprehensive ability,and improve teaching effect and satisfaction.
作者
杨梦智
再努尔·买合木提
徐长生
YANG Mengzhi;Zainuer Maihemuti;XU Changsheng(Department of Cardiovascular Medicine,the Seventh Affiliated Hospital of Xinjiang Medical University,Urumqi,Xin-jiang Uygur Autonomous Region,830028 China)
出处
《中国卫生产业》
2023年第22期182-185,共4页
China Health Industry
关键词
情景理论
PBL教学法
心内科
教学效果
教学满意度
Situation theory
PBL teaching method
Cardiology
Teaching effect
Teaching satisfaction
作者简介
杨梦智(1989-),女,硕士,主治医师,主要从事心内科研究工作。
