以问题为基础的学习与模拟标准化患者相结合在眼科学基础教学中的探究

摘要

AIM: To investigate the effect of problem - based learning (PBL) combined with standardized patient (SP) in the teaching of basic science of ophthalmology. n METHODS: Sixty-four students of Optometry in grade 2012 were randomly divided into experimental group ( n=32 ) and control group ( n = 32 ) . Traditional teaching method was implemented in control group while PBL combined with SP was applied in experimental group. At the end of term students were interviewed using self-administered questionnaire to obtain their evaluation for teaching effect. Measurement data were expressed as x-±s and analyzed by independent samples t test. Enumeration data were analyzed by χ2 test, and P<0. 05 significantly statistical differences. n RESULTS:The mean scores of theory test (83. 22±3. 75) and experimental test (94. 28±2. 20) in experimental group were significantly higher than theory test ( 70. 72±3. 95 ) and experimental test (85. 44±3. 52) in control group (all P < 0. 01 ). The mean scores of diagnose inquiry, ophthalmologic examination, clinical diagnosis and medical record writing were higher than that in the control group, difference had statistical significance (P<0. 01). The students in experimental group had a significantly better self-assessment than the control group in learning enthusiasm, consciousness of team cooperation, ability of language expression, comprehensive analysis ability, self - learning ability, innovation ability, summarizing ability, practice ability, and systematic knowledge structure. The differences were statistically significant in questionnaire between the two groups (all P<0. 05). n CONCLUSION:Using PBL combined with SP teaching mode in basic science of ophthalmology can highly improve learning enthusiasm of students and cultivate self-learning ability of students, practice ability and ability of clinical analysis.%目的：探讨以问题为基础的学习( problem-based learning , PBL)结合标准化患者( standardized patient,SP)在眼科学基础教学中的应用效果。n　　方法：选取2012级眼视光专业学生64人为研究对象,随机抽取32人为试验组,采用PBL 结合标准化患者进行眼科学基础教学,其余32人为对照组,采用传统教学方法。授课结束后应用自制调查问卷调查学生对教学效果的评价。统计两组学生的考试成绩及问卷调查结果。计数资料采取χ2检验,计量资料采用均数±标准差( x-±s)表示,行独立样本 t 检验,以 P<0.05为差异有统计学意义。n　　结果：试验组理论考试成绩(83.22±3.75)和试验考试成绩(94.28±2.20)均明显高于对照组理论考试成绩(70.72±3.95)和试验考试成绩(85.44±3.52),差异有统计学意义(P均<0.01)。试验组在实习考核中问诊及病史采集、眼科检查、临床诊断和病历书写的成绩均值均高于对照组,差异均有统计学意义(P均<0.01)。试验组学生对SP 与PBL结合教学在调动学习积极性、加强团队协作意识、提高语言表达能力、综合分析能力、自学能力、创新能力、总结归纳能力、实践操作能力,以及加强知识结构系统化方面的效果评价明显高于对照组,差异有统计学意义(P均<0.05)。n　　结论：眼科学基础教学中将SP与PBL相结合,有助于学生更好地掌握专业知识,能调动学习积极性,提高自学能力、实践操作能力和临床思维能力。