目的：探讨PBL教学方法在诊断学见习课教学中的应用效果。方法以锦州医科大学临床医学专业四年级120名学生作为研究对象，随机分为实验组和对照组，每组60名。对照组采用传统的LBL教学方法，实验组应用PBL教学方法，课程结束后通过技能测试和问卷调查方式评价教学效果。结果实验组学生技能测试成绩（89.8±8.6）显著高于对照组（80.7±7.8），差异有统计学意义（P＜0.05）。问卷调查结果显示， PBL教学方法在提高学习兴趣、提升学习效率、激发学习的主动性和积极性、加强分析解决问题的能力、提高合作能力等多方面有明显优势，差异显著（P＜0.01）。结论 PBL教学方法能够提高学生的学习成绩，激发学生的学习兴趣，优于传统教学方法，值得深入推广。%Objective To explore the application of PBL teaching method in the teaching of diagnostic probation course.MethodsA total of 120 students at fourth grade of clinical medical science in Jinzhou Medical University were selected as the research object. They were randomly divided into experimental group and control group, each group had 60 people. The control group adopted the traditional LBL teaching method, the experimental group used PBL teaching method. At the end of the course, the results of the tests were evaluated by skill tests and questionnaires. Results The scores(89.8±8.6)of students' skill tests in the experimental group were significantly higher than those(80.7±7.8)in the control group. The difference was statistically significant(P<0.05). Questionnaire results showed that PBL teaching method had obvious advantage compared to the control group in improving learning interest, improving learning efficiency, stimulating learning initiative and enthusiasm, strengthen the ability to analyze and solve problems, improve cooperation ability, the difference was statistical significance(P<0.01). Conclusion PBL teaching method could improve students' academic performance, stimulate students' interest in learning, better than the traditional teaching methods, it was worth in-depth promotion.
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