The Impact of PBL Teaching Method Combined With Simulation Teaching on the Teaching Performance of Critical Care Medicine
Objective To explore the impact of problem-based learning(PBL)combined with simulated teaching on the teaching performance of critical care medicine.Methods From June 2020 to May 2022,70 critical care medicine interns at the Second Affiliated Hospital of Guangzhou University of Traditional Chinese Medicine were randomly divided into control and observation groups.The control group received conventional teaching methods,while the observation group received PBL teaching combined with simulation teaching.The teaching observation period for both groups was one month.The teaching performance,teaching satisfaction,and clinical operation skills were compared between the two groups using the direct observation of procedural skills(DOPS)scale.Results One month after the teaching of the observation group,the theoretical scores of the observation group(93.49±3.30)and the operational skill scores(96.34±2.83)were higher than those of the control group[theoretical scores(86.69±3.94)and operational skill scores(87.06±3.99)],and the differences were statistically significant(P<0.001).The teaching satisfaction scores of the observation group in management mode,operational skills,teaching content,and teaching effect were all higher than those of the control group,and the differences were statistically significant(P<0.05).One month after teaching,the observation group had higher DOPS scores in each item such as arterial puncture and electrical defibrillation compared with the control group,and the differences were statistically significant(P<0.001).Conclusion The addition of problem-oriented teaching and simulation teaching in intensive care medicine teaching can further consolidate students'learning,improve students'academic performance,and obtain students'high satisfaction.
PBLsimulation teachingcritical care medicineteaching performanceteaching satisfactionclinical operation skills
万方数据
维普
