PBL教学法在内分泌临床见习教学中的应用探索

摘要

Objective:To assess the teaching effects of problem based learn-ing(PBL) teaching methods on students undergoing clinical probation of en-docrinology .Methods:Seventy-five interns in the endocrinology department were allocated randomly to either group of experimental or control .The experi-mental group received PBL teaching ,whereas the controls were given tradi-tional teaching approaches (lecture based learning,LBL).The two groups were assessed on written questionnaire basis by the end of the tasks for com -parison of the teaching effects .Results:Students in the PBL teaching group had a higher satisfaction with the classroom teaching than that of LBL group (P<0.05).On self-evaluation of the performance ,students from the PBL group were significantly prominent over their counterparts on ability acquisi -tion of logical thinking,communication,self-learning,synthesizing information and language performance (P<0.01).Conclusion:PBL teaching profile may boost the teaching effects on students undergoing clinic probation in filed study of endocrinology .%　　目的：探索以问题为基础的学习（ problem balsed learn-ing，PBL）教学法在内分泌科临床见习带教中的效果。方法：将两批次75名在内分泌科临床见习学生随机分为实验组和对照组。实验组采用PBL教学法教学，对照组采用传统教学法（ lec-ture based learning，LBL）教学，以问卷形式评价教学效果。结果：PBL教学组的课堂满意度明显优于LBL组，差异具有统计学意义（P＜0．05）；两组学生对学习过程中的自我评价显示， PBL组学生对5个测评项目（是否增强逻辑思维能力、沟通能力、自我学习能力、归纳总结能力、语言表达能力）的自我评价均明显高于LBL组，差异均具有显著性意义（ P＜0．01）。结论：PBL教学法有助于提高内分泌科临床见习带教效果。