PBL、CBL联合多媒体教学法在儿科见习教学中的应用

摘要

Objective To investigate the application effects of problem-based learning (PBL),case-based learning (CBL) combined with multimedia teaching method and lecture-based learning (LBL) in pediatric noviciate.Methods A total of 80 undergraduate trainees who majored in clinical medicine were randomly divided into tow groups.The experimental group used PBL CBL and multimedia teaching method to teach,however,the control group used LBL to teach.The final exam scores and satisfaction degrees on promoting their ability to analyze and solve problem,improving self-study ability,arousing their learning enthusiasm,training clinical thinking were observed and compared between two groups.Results The final exam scores in experimental group were superior to those in control group (P<0.05). The questionnaires surveys showed that the satisfaction degrees on promoting their ability to analyze and solve problem,improving self-study ability,arousing their learning enthusiasm,training clinical thinking in experimental group were superior to those in control group(P<0.05).Conclusion The combination teaching method of PBL,CBL and multimedia teaching can increase student's subjective motility so as to improve pediatric teaching quality and open up a new situation for pediatric teaching.%目的 探讨以问题为基础的学习法(problem-based learning,PBL)、以病例为基础的教学法(case-based learning,CBL)联合多媒体教学法在儿科见习学习中的应用效果.方法 选择2017年4~6月在儿科进行见习的临床本科学生80例,随机分为2组.试验组采用PBL、CBL联合多媒体教学法,对照组采用传统教学法进行教学.比较2组学生期末考试成绩及提高分析解决问题的能力、提高自学能力、增强学习兴趣、培养临床思维等方面学生满意度的差异.结果 比较2组学生期末考试成绩,联合教学组学生期末考试成绩优于传统教学组,差异有统计学意义(P<0.05).问卷调查显示,联合教学组学生在提高分析解决问题的能力、提高自学能力、增强学习兴趣、培养临床思维四个方面的满意度高于传统教学组,差异均有统计学意义(P<0.05).结论 PBL、CBL联合多媒体教学法能够提高学生的主观能动性,从而提高儿科教学质量,开辟新的教学局面.