Objective: To compare the effect of PBL and traditional teaching method during the clinical probationary teaching of ophthalmology. Methods: 86 undergraduate students who majored in clinic medicine were selected from grade 2006 in Xinxiang medical college. They were divided into experiment group and control group who received ophthalmologic observation teaching by the PBL and traditional teaching method respectively, each group 43 students The teaching effect was estimated after probation. Results: The number of answers to each question per person, the score of interest, satisfaction on teaching and simulated diagnosis examination in the experiment were (0.7±0.3) times, (2.6±0.5) score, (2.8±0.4) score and (7.6±1.0) score, and in the control group were (0.3±0.2) times, (1.7±0.7) score, (2.4±0.7) score, (6.2±0.5) score. The different between the two groups was significant (ρ＜0.01). Conclusion: PBL can make more active and interesting for students to study and bring out better teaching effect than traditional method, PBL method may be recommended during the clinical probationary teaching of ophthalmology.%目的:对比PBL与传统教学法在眼科见习教学中的授课效果.方法:选取新乡医学院2006级临床医学本科专业86名学生,按见习过程中接受PBL教学或传统教学方法分为试验组(43名)和对照组(43名),见习结束后进行授课评价.结果:试验组每人问题回答次数为(0.7±0.3)次、学习的兴趣程度得分为(2.6±0.5)分、教学的满意度得分为(2.8±0_4)分、模拟诊断考核得分为(7.6±1.0)分,对照组每人问题回答次数为(0.3±0.2)次、学习的兴趣程度得分为(1.7±0.7)分、教学的满意度得分为(2.4±0.7)分、模拟诊断考核得分为(6.2±1.5)分,两组在以上各方面的差异均具有高度统计学意义(P＜0.01).结论:PBL教学法较传统教学方法可增加学生学习的主动性与兴趣,见习授课效果更好,可作为眼科见习教学过程中一种新型方法积极推广.
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