PBL教学法在临床病理科教学中的效果评价研究
Evaluation of PBL teaching method in clinical pathology teaching
范晓杰 1邓会岩 1丁妍 1刘月平1
作者信息
- 1. 河北医科大学第四医院病理科,河北 石家庄 050000
- 折叠
摘要
目的 比较基于问题的教学模式(problem-based learning,PBL)与传统教学模式(lecture-based learning,LBL)在临床病理科教学中的效果差异.方法 选取 2020 年 1 月至 2021 年 12 月在河北医科大学第四医院病理科专业基地进行住院医师规范化培训的住院医师 50 名作为研究对象,使用抽签法将其随机分为观察组和对照组,每组 25 人.观察组采用PBL教学法进行授课,对照组采用LBL教学法授课.对两组住院医师的理论知识及实践运用能力进行评价.结果 理论考试结果显示,对照组培训前理论成绩(83.68±4.01)分,培训后(85.44±3.15)分,培训前后的理论成绩比较,差异无统计学意义(P>0.05);观察组培训前理论成绩(81.84±2.63)分,培训后(87.56±1.26)分,二者差异具有统计学意义(P<0.05);对比培训后对照组与观察组阅片成绩,差异有统计学意义(P<0.05).教学效果方面,如自主学习能力,科研思维能力,自主阅读文献能力,观察组优于对照组,差异具有统计学意义(P<0.05);在授课内容满意度方面,观察组高于对照组,差异具有统计学意义(P<0.05).结论 在临床病理的教学中运用PBL教学法,可以有效提高临床病理科教学综合效果,有利于临床病理专业住院医师对理论知识的掌握,增强理论知识在实践阅片中的运用,以及相应的科研能力的转化,推进病理教学的进步.
Abstract
Objective To compare the effects between problem-based learning(PBL)teaching mode and traditional lecture-based learning(LBL)teaching mode in clinical pathology teaching.Methods 50 residency physicians who received standardized training for residents in the Department of Pathology in the Fourth Hospital of Hebei Medical University from January 2020 to December 2021 were selected as the subjects.They were divided into control group and experimental group by random drawing,with 25 residency physicians in each group.The control group was taught according to LBL teaching method,and the experimental group was taught with PBL teaching method.The theoretical knowledge mastery and practical application ability of the two groups of residency physicians were evaluated.Results The theoretical test results showed that although the theoretical average score of the control group increased from(83.68±4.01)before training to(85.44±3.15)after training,the difference was not statistically significant(P>0.05).The theoretical average score of the experimental group increased singificantly from(81.84±2.63)before training to(87.56±1.26)after training,and the difference was statistically significant(P<0.05).After training,the average scores of film reading of the control group and the experimental group were compared,and the difference was statistically significant(P<0.05).In terms of application ability of theoretical knowledge,the experimental group was significantly better than the control group(P<0.05)in clinical scientific research thinking ability,independent learning ability,and literature reading ability.In terms of satisfaction with teachers'teaching content,the experimental group was significantly higher than the control group,and the difference was statistically significant(P<0.05).Conclusion The application of PBL method in the teaching of clinical pathology can effectively improve the comprehensive effect of pathology teaching,which is conducive to the grasp of theoretical knowledge,the enhancment of the application of theoretical knowledge in the practice of reading films,as well as the transformation of the corresponding scientific research ability,and promotes the progress of pathology teaching to a great extent.
关键词
PBL教学法/LBL教学法/临床病理学/教学效果Key words
problem-based learning/lecture-based learning/clinical pathology/teaching effect引用本文复制引用
出版年
2025
NETL
NSTL
万方数据