以问题为基础教学法在神经重症监护室急性肾损伤教学中的应用

摘要

Objective To explore the effect of problem-based learning (PBL) in the teaching course of acute kidney injury (AKI) in neurological intensive care unit. Methods PBL and classical methods were applied separately in teaching of AKI in neurological intensive care unit among 30 medical students who were randomized into 2 groups, and the effect of these teaching methods were evaluated by questionnaire survey among these students. Results The questionnaire survey showed that PBL method could signiifcantly improve the ability of logistic analysis, clinical practice, self-learning and self-expression compared with those who received classical teaching method. The atmosphere of teaching course also became more easy and active in PBL teaching group. Conclusion The students' comprehensive ability of understanding AKI in neurological intensive care unit has been greatly improved by the application of PBL teaching method. This method will have great beneifts in enhancing the ability of active learning and creative ability among medical students.%目的探讨神经重症监护室中急性肾损伤教学过程中应用以问题为基础教学法（problem-based learning，PBL）的实践经验。　　方法选择神经重症监护室中急性肾损伤患者，在该病诊断和治疗方案确定过程中强化PBL教学法的实践应用并以问卷调查方法对该方法的教学效果进行评价。　　结果与传统教学相比，PBL教学法能使学生在临床思维、临床实践、自学、知识关联、表达能力及课堂气氛等方面均明显提升。　　结论 PBL教学法不仅可以提高学生在神经重症监护室中急性肾损伤诊断和治疗过程中理论与实践相结合的能力，而且更能发挥学生在学习过程中的主体作用，调动学习积极性并激发学生的创造力。