摘要:
Objective To investigate the application of problem-based learning in echocardiography. Methods In the prospective study, 32 students enrolled from March 2017 to May 2018 in the hospital ultrasound training base were randomized to problem-based learning (PBL) and lecture-based learning (LBL) groups. "Evaluation of cardiac function in chronic heart failure with echocardiography " was set as a course in the study. Results The theoretical evaluation scores in PBL group were significantly higher than that in LBL group (89.8±7.2 vs 81.6± 11.3, P=0.02). Compared with LBL group showing in the teacher's evaluation scale, students in PBL group were greatly brought the self-motivation and the creativity into play, and more deeply understood the part of knowledge in echocardiography. As shown in the students' evaluation scale, PBL significantly increased students' interest in complex and boring heart hemodynamics while improving learning ability and team collaboration. Conclusions The application of PBL in echocardiography improved the learning quality and the comprehensive characters of students.%目的 探讨PBL教学模式在超声心动教学中的应用.方法 研究纳入2017年3月-2018年5月在某院超声科基地培训学员共32人,实验组16人采用PBL教学模式,对照组16人采用传统教学模式.课程设置为《超声心动图中心衰患者心功能的测量与评价》.每组基地授课12学时,结束后1周进行授课效果评价.结果 实验组出科理论考核成绩明显高于对照组(89.8±7.2分vs81.6±11.3 分,P=0.02).教师评价量表显示:与对照组相比,实验组PBL教学极大地发挥了学生的能动性和创造性,有利于提高学生的临床思维能力(24.4±4.2分vs12.6±3.6分,P<0.001)、学习独立性(24.4±3.7分vs16.2±3.7 分,P<0.001)、协作能力(25.2±4.9分vs12.8±3.7 分,P<0.001)和口头表达能力(18.0±2.9分vs12.2± 4.8 分,P<0.001).学生评价量表显示:PBL教学极大提高了学生对复杂而枯燥的心脏血流动力学知识的学习兴趣(34±11分vs15±8分,P<0.001),提高了学生对专业知识的理解程度(32±12分vs 22±10 分,P=0.02),促进了相关学科间的渗透结合(45±14分vs16±11分,P<0.001),拓展了学生对学科前沿知识的认知(37±11分vs14±7 分,P<0.001),提高了学生对授课的综合满意程度(27±8分vs 21±7 分,P=0.03).结论 PBL教学模式在超声心动教学中的应用提高了学生的学习质量和学生的综合素质.