中华医学教育杂志

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (5): 722-725.DOI: 10.3760/cma.j.issn.1673-677X.2018.05.019

• 教学方法 • 上一篇    下一篇

基于问题学习结合基于案例学习在全科医师规范化培训中的应用初探

杨茜岚, 何慧薇, 鲁翔, 曲晨, 贾坚, 占伊扬   

  1. 210011南京医科大学第二附属医院老年医学科(杨茜岚、何慧薇、曲晨);211166南京医科大学(鲁翔);210029南京医科大学第一附属医院老年医学科(贾坚、占伊扬)
  • 收稿日期:2018-01-28 出版日期:2018-10-01 发布日期:2020-12-09
  • 通讯作者: 占伊扬, Email: yiyangzhan@sina.com
  • 基金资助:
    中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2016年医学教育研究立项课题(2016B-QK015)

Preliminary application of problem-based learning combined case-based learning teaching methods in standardized training of general practitioners

Yang Xilan, He Huiwei, Lu Xiang, Qu Chen, Jia Jian, Zhan Yiyang   

  1. Geriatric Department, The Second Affiliated Hospital of Nanjing Medical University, Nanjing 210011, China (Yang XL, He HW, Qu C); Nanjing Medical University, Nanjing 211166, China (Lu X); Geriatric Department, The First Affiliated Hospital of Nanjing Medical University, Nanjing 210029, China (Jia J, Zhan YY)
  • Received:2018-01-28 Online:2018-10-01 Published:2020-12-09
  • Contact: Zhan Yiyang, Email: yiyangzhan@sina.com
  • Supported by:
    Chinese Medical Association Medical Education Branch and China Higher Education Society Medical Education Specialized Committee 2016 Medical Education Research Project(2016B-QK015)

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摘要： 目的 探讨基于问题学习结合基于案例学习教学方法在全科医师规范化培训中的应用效果。方法 选取2013年7月~2017年6月在南京医科大学第二附属医院老年医学科进行全科医师规范化培训的41名学员为研究对象。2016级和2015级23名学员为实验组,采取基于问题学习结合基于案例学习的教学,2014级和2013级18名学员为对照组,采用传统教学。培训结束后对两组学员进行问卷调查和考核。结果 问卷调查结果显示,对于学习效果与教学效果的评价,实验组学员的评价高于对照组学员,差异均具有统计学意义(均P<0.05)。而实验组学员的病史采集、体格检查、辅助检查结果判读得分以及总分均高于对照组学员,差异均具有统计学意义(均P<0.05)。结论 在全科医师规范化培训中,采用基于问题学习结合基于案例学习的教学方法,有助于提高学员的综合能力,有助于全科临床思维能力的培养。

关键词: 基于问题学习, 基于案例学习, 全科医师规范化培训, 教学方法

Abstract: Objective To explore the application effect of problem-based learning(PBL) and case-based learning(CBL) methods in standardized training of general practitioners. Methods 41 students who were trained in general practice in the Department of Geriatrics of The Second Affiliated Hospital of Nanjing Medical University were selected as the study subjects from July 2013 to June 2017. 23 students from grade 2016 and 2015 adopted PBL and CBL methods as the experimental group, while 18 students from 2014 and 2013 adopted traditional teaching methods as the control group. After the training, two groups of students were surveyed and assessed. Results Questionnaire survey results showed that the scores of the experimental group is higher than those of the control group in the evaluation of learning effect and teaching effect, and the difference were all statistically significant (all P<0.05). The results in medical history collection, physical examination, the judgment of auxiliary examination and the total score of the experimental group were superior than those of the control group, and the difference were all statistically significant (all P<0.05). Conclusions In the standardized training of general practitioners, PBL combined with CBL teaching methods can improve the comprehensive ability and cultivate the general thinking ability.

Key words: Problem-based learning, Case-based learning, Standardized training of general practitioners, Teaching method