中华医学教育杂志

中华医学教育杂志 ›› 2017, Vol. 37 ›› Issue (2): 307-311.DOI: 10.3760/cma.j.issn.1673-677X.2017.02.033

• 住院医师培训 • 上一篇    下一篇

以问题为基础学习教学方法在耳鼻喉科住院医师规范化培训中的应用

王忠巧, 司峰志, 高妍, 郑艳   

  1. 830000 乌鲁木齐,新疆医科大学第二附属医院耳鼻喉科
  • 出版日期:2017-02-01 发布日期:2020-12-09
  • 通讯作者: 郑艳, Email:zy91900@sina.com

The application of problem-based learning teaching method in the standardized training of residents of otolaryngology

Wang Zhongqiao, Si Fengzhi, Gao Yan, Zheng Yan   

  1. Otolaryngology Department, The Second Affiliated Hospital, Xinjiang Medical University,Urumqi 830000,China
  • Online:2017-02-01 Published:2020-12-09
  • Contact: Zheng Yan, Email:zy91900@sina.com

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摘要： 目的 探讨以问题为基础学习教学方法在耳鼻喉科住院医师规范化培训中的应用效果。方法 选取2014年和2015年在新疆维吾尔自治区住院医师规范化培训基地(三甲医院)进行耳鼻喉科住院医师规范化培训的27名学员为研究对象,分为实验组和对照组。2014年的12名学员为对照组,采用传统的教学方法,2015年的15名学员为实验组,采用以问题为基础学习教学方法。培训结束后,两组分别进行不同层次的知识体系考核与问卷调查,对比两种教学方法的培训效果。结果 两组学员在性别、年龄、培训前理论考试成绩和技能考试成绩等方面的差异均无统计学意义(均P>0.05)。培训后,两组学员的基础知识测试成绩的差异无统计学意义(P>0.05),而临床技能操作考核成绩,实验组学员优于对照组学员,差异具有统计学意义(P＜0.05)。实验组学员对其教学方法在提高学习能力、独立思考能力、创新思维能力、动手能力、综合分析能力和有助知识的临床应用方面的评价均高于对照组学员,差异均具有统计学意义均(均P<0.05)。结论 与传统教学方法相比,以问题为基础学习教学方法更能够调动学员的学习积极性与主动性,提高学员的责任心和临床综合素质,值得在住院医师规范化培训中推广。

关键词: 耳鼻喉, 住院医师规范化培训, 以问题为基础学习, 教学效果

Abstract: Objective To explore the effect of clinical teaching model and traditional teaching model on the clinical teaching effect of standardized training for residents in otolaryngology.Methods 27 residents in the standardized training program were selected as the study object. 15 students in experimental group adopt PBL teaching method and 12 students of control group accept the traditional teaching method. Knowledge assessment and a questionnaire survey were conducted to the two groups for comparing and analyzing the practical teaching effect.Results The theoretical examination and skill test in gender, age before the practice has no statistical difference(all P>0.05). After the practice, the theoretical examination showed no statistical difference (P>0.05),but the skills test scores of the experimental group was higher than that of the control group, it showed statistical difference (P＜0.05).The experimental group was higher than that of the control group in the aspects of improving the learning ability, independent thinking ability, innovative thinking ability, practical ability, knowledge of clinical application ability, comprehensive analysis ability. They all showed statistical difference (all P<0.05).Conclusions The PBL teaching method can better motivate students' clinical study enthusiasm and initiative, can improve students' sense of responsibility, and can improve students' comprehensive clinical quality. The model is worth popularizing in teaching.

Key words: Otolaryngology, Resident standardized training, Problem-based learning, Teaching effectiveness