Objectives To observe the effects of PBL+CBL teaching method in the clinical teaching of breast diseases. Methods All the 2015 class bachelor interns(n=86), who studied in breast surgery department, were divided into control group and experimental group by parallel. Experimental group received the PBL combined CBL teaching method(n=43), the other was used traditional clinical teaching method (n=43). The two groups of students in the theoretical examination results and practical skills were conducted, as well as questionnaire survey was performed, which included 5 aspects including increasing independent study, increasing willingness to study, increasing teamwork, increasing the ability to search references and deeper understanding of the diseases. Results The clinical practice ability score and theory test score of students in the experimental group(90.55± 10.36, 92.73±11.19) were both significantly superior to that of the control group (81.49±11.27, 82.61±10.97). The appraisal of PBl combined CBL by students was significantly higher than that of traditional method. Conclusions Compared with traditional method, PBL combined CBL method could significantly improve students' study willingness and score and it was spoken highly of by the students.%目的 观察PBL+CBL教学模式在乳腺外科临床带教中的效果.方法 将86名2015级本科实习生作为研究对象,实验组采用PBL+CBL的教学方法,对照组采用传统的讲授式教学方法.外科带教结束后,进行出科理论考试及临床实践技能考试,并进行问卷调查,包括提高自主学习能力、提高学习积极性、提高团队合作能力、提高文献查找能力、加深对疾病的理解五个方面.结果 实验组理论考试和实践技能操作考试成绩分别为(90.55±10.36)分和(92.73±11.19)分,高于对照组(81.49±11.27)分和(82.61±10.97)分,差异具有统计学意义.实验组学生对课程的各项评价均高于对照组,差异具有统计学意义.结论 与传统教学方法相比,PBL+CBL的教学模式能提高学生学习积极性,提高学习成绩,并受到学生高度认可.
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