PBL教学模式在全科医师规范化培训中的实践应用

摘要

Objective To analyze the effect of application with problem-based learning model in general practical standard training. Methods The standard training students of general practice in Department of General Practice from Tongji Uni-versity Shool of Medicine were divided into the PBL group(n=75)and the LBL group(n=68). Objective evaluation scores ( Occupation physician examination and Objective Structured Clinical Examination,OSCE)and subjective evaluation form were used to evaluate the teaching effectiveness. SPSS software was used for statistical analysis. Results The OSCE scores ( except physical examination and clinical skills)and Occupation physician examination in PBL Group was significantly higher than that in the LBL group(P<0. 05);Students in the PBL teaching groups had higher evaluation on the PBL in the basic aspect of teaching content、teachers﹑capability and teaching effectiveness within 19 items. Conclusion PBL teaching method is superior to tradi-tional LBL teaching for the general practical standard training students to improve the comprehensive quantity.%目的：探讨以问题为基础的学习（ PBL）教学模式在全科医师规范化培训中的具体应用及评价效果。方法2012年8月-2013年8月以同济大学医学院全科医学系参加全科医师规范化培训的学员作为研究对象，根据学号将学员分为PBL组（n=75）和以授课为主的学习组（LBL组，n=68）。由共同教师授予相同主题内容的课程，PBL组采用PBL教学模式，LBL采用传统讲座式教学方法。以执业医师考试及客观结构化临床考试（ OSCE）成绩作为客观测评指标，主观测评依据以三级教学评价指标进行效果调查问卷，采用SPSS 20.0统计软件分析处理所有数据。结果PBL组的OSCE考试成绩（体检及临床技能除外）及执业医师综合考试成绩均较LBL组提高，差异有统计学意义（ P＜0.05）。问卷结果显示PBL组学生在教学内容、教师能力和教学效果为基础的三级评价问卷中，对19个具体评价指标的肯定率高于LBL组。结论对于全科医师规范化培训学员，PBL教学模式优于传统LBL教学模式，有助于临床思维能力的培养，提高学员的综合素质。