目的 研究比较以问题为基础的学习模式(Problem Based Learrning,PBL)与以授课为基础的传统学习模式(Lecture Based Learning,LBL)在急诊重症监护临床示教中的应用效果.方法 选取2020年7月—2021年6月南华大学附属长沙中心医院100名医护人员作为研究对象,将其分为PBL组和LBL组,探讨PBL学习模式和LBL学习模式在急诊重症监护临床示教中的应用效果情况.结果 PBL组笔试考试和客观结构化临床考试得分为(95.28±2.19)分、(94.45±3.08)分,LBL组得分为(89.15±2.38)分、(82.79±2.23)分,差异有统计学意义(t=9.494、15.337,P均<0.05).与LBL组相比,PBL组自主学习能力、积极性、理论联系实际、团队动力和注意力等自我评价方面均明显更优,寻求真相能力、分析能力、求知欲能力、系统化能力和认知成熟度等思维能力均明显更优,差异有统计学意义(P均<0.05).结论 PBL学习模式能够有效提升急诊重症监护临床示教中的应用效果.
The Application Effect of Problem-based Learning Model and Traditional Lecture-based Learning Model in Clinical Teaching of Emergency Inten-sive Care
Objective To study and compare the application effects of problem-based learning model(PBL)and tradi-tional lecture-based learning model(LBL)in clinical teaching of emergency intensive care.Methods 100 medical staff in Changsha Central Hospital Affiliated to University of Nanhua from July 2020 to June 2021 were selected as test subjects and divided into PBL group and LBL group.To explore the application effects of PBL learning model and LBL learning model in clinical teaching of emergency intensive care.Results The scores of written examination and an objective structured clinical examination of the PBL group were(95.28±2.19)points and(94.45±3.08)points,the scores of the LBL group were(89.15±2.38)points and(82.79±2.23)points,and the differences were statistically sig-nificant(t=9.494,15.337,both P<0.05).Compared with LBL group,the self-evaluation of independent learning abil-ity,enthusiasm,theory integration with practice,team dynamics and attention in the PBL group were significantly bet-ter,the thinking ability of truth-seeking ability,analytical ability,intellectual curiosity ability,systematizing ability and cognitive maturity in the PBL group were significantly better,and the differences were statistically significant(all P<0.05).Conclusion The PBL learning model can effectively improve the application effect of clinical teaching in emergency intensive care.
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