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目的探索PBL结合CBL教学法在老年医学临床教学中的应用效果。方法将首都医科大学宣武医院老年医学科2013年7月至~2015年4月期间培养的规范化培训的第一阶段住院医师60名随机分为人随机分为PBL结合CBL和及LBL两个教学组2个教学组(每组30人),学习结束后采用学科知识理论测试和学生问卷调查的方式对教学过程及教学效果进行比较和评价。结果 1学科知识理论测试成绩显示:病例分析题和客观选择题的得分PBL结合CBL教学组与LBL教学组之间比较差异有统计学意义,PBL结合CBL组得分高于LBL组;概念题和简答题的得分两者比较差异无统计学意义。2学生问卷调查分析:在调查内容的10个方面,PBL结合CBL组与LBL组在其中9个方面差异均有统计学意义,PBL结合CBL组学生对学习的过程和结果整体优于LBL组。结论与LBL教学法相比,PBL结合CBL教学法在老年医学教学中的应用效果更佳。
Objective To explore the application effect of PBL combined with CBL teaching method in geriatrics clinical teaching. Methods Sixty 60 residents in the first stage of standardized training trained in the Department of Geriatrics, Xuanwu Hospital, Xuanwu Hospital, Capital Medical University from July 2013 to April 2015 were randomly divided into two groups: PBL combined with CBL and LBL A teaching group (each group of 30 people), after the end of the study using the theory of subject knowledge testing and student questionnaires to compare the teaching process and teaching effectiveness and evaluation. The results of a subject knowledge theory test results show that: PBL combination of case analysis and objective multiple choice score with CBL teaching group and LBL teaching group was significantly different, PBL combined with CBL group score higher than LBL group; There was no significant difference between the scores of the questions. 2 Student Questionnaire Analysis: In the 10 aspects of the survey, PBL combined with CBL group and LBL group in nine aspects were statistically significant differences, PBL with CBL group of students on the learning process and the results overall better than the LBL group. Conclusions Compared with LBL teaching method, PBL combined with CBL teaching method is more effective in geriatrics teaching.