目的 探讨优化网络资源前置的PBL联合CBL教学法在儿科麻醉专科医师教学中应用的效果.方法 选择2021年3月1日-2022年11月30日在某儿童医院进行儿科麻醉专科医师培训的学员共30人,试验组与对照组各15人.试验组采用优化网络资源前置的PBL联合CBL教学法,对照组采用传统教学法,采用测验成绩及调查问卷相结合方式进行教学评价.计量资料组间比较采用t检验,计数资料采用卡方检验,P＜0.05为差异有统计学意义.结果 试验组总成绩(90.7±4.8 vs 77.1±8.1)分、理论知识成绩(46.7±4.9 vs 40.7±7.0)及病例分析成绩(44.1±3.6 vs 37.0±6.5)分均高于对照组(P＜0.05).学员调查问卷中试验组比对照组更容易激发学生学习兴趣、增强自主学习意识、培养临床思维,且教学满意度高于对照组(P＜0.05).上级医师评价调查问卷中试验组的得分均高于对照组(P＜0.05).结论 采用优化网络资源前置的PBL联合CBL不仅能够提高学员的理论测验成绩,而且能够提升其临床实践中的综合管理能力,改善教学质量.
Impact of PBL Combined with CBL with High-quality Network Resources on the Teaching Effect for Pediatric Professional Anesthesiologists
Objective To explore the teaching effect of PBL combined with CBL with high-quality network resources for pediatric professional anesthesiologists.Methods A total of 30 participants were selected from March 1st,2021 to November 30st,2022,who trained in a children's hospital,and they were divided into an experimental group(15)and a control group(15).The experimental group used the PBL combined CBL teaching with high-quality network resources,and the control group used traditional teaching.The two teaching methods were evaluated by comparing the scores of examinations and the questionnaires.Results Individuals in the experimental group had significantly higher overall score(90.7±4.8 vs 77.1±8.1),theory test score(46.7±4.9 vs 40.7±7.0)and case analysis score(44.1±3.6 vs 37.0±6.5)than those in the control group(P＜0.05).Compared with the control group,the experimental group was more likely to arouse students'learning interest,enhance awareness of independent study and cultivate their clinical thinking,and the degree of teaching satisfaction was higher in experimental group than in the control group(P＜0.05).The scores of the experimental group were higher than those of the control group in the evaluation questionnaire of superior anesthesiologists(P＜0.05).Conclusions The PBL combined with CBL teaching method with high-quality network resources could not only improve their theoretical test scores,but also enhance their comprehensive management ability in clinical practice and improve the teaching quality.
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