中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (2): 88-91.DOI: 10.3760/cma.j.issn.1673-677X.2020.02.003

• 教学方法 • 上一篇    下一篇

临床诊疗虚拟病例结合PBL教学方法在诊断学实验教学中的应用

王登芹1, 宋国红2, 随萍2, 张帆2, 刘鲲1, 陈廷3   

  1. 1济宁医学院临床技能中心 272000;
    2济宁医学院临床医学院 272000;
    3济宁医学院教务处 272000
  • 收稿日期:2019-06-28 发布日期:2020-12-10
  • 通讯作者: 陈廷, Email: chenting3465@163.com, 电话: 0537-3616310
  • 基金资助:
    中华医学会医学教育分会、中国高等教育学会医学教育专业委员会 2018 年医学教育研究立项课题(2018B-N15018);济宁医学院2018年校级教育教学重大研究项目(18002)

The application of virtual cases in clinical diagnosis and treatment combined with PBL in diagnostic experiments teaching

Wang Dengqin1, Song Guohong2, Sui Ping2, Zhang Fan2, Liu Kun1,Chen Ting3   

  1. 1The Clinical Skills Center, Jining Medical University, Jining 272000, China;
    2Clinical Medical School, Jining Medical University, Jining 272000, China;
    3Dean's Office,Jining Medical University, Jining 272000,China
  • Received:2019-06-28 Published:2020-12-10
  • Contact: Chen Ting, Email: chenting3465@163.com, Tel: 0086-537-3616310
  • Supported by:
    Chinese Medical Association Medical Education Branch and China Higher Education Society Medical Education Specialized Committee 2018 Medical Education Research Project (2018B-N15018);Medical Education Research Subject of Jining Medical University(18002)

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摘要： 目的 探讨临床诊疗虚拟病例结合基于问题学习(problem-based learning,PBL)教学方法在诊断学实验教学中的应用效果。 方法 本研究采用实验对照方法。2018年3月至2018年7月,选择济宁医学院2016级五年制临床医学专业97名学生作为研究对象,随机分为试验组48人和对照组49人。试验组学生采用临床诊疗虚拟病例结合PBL教学方法;对照组学生采用传统讲授结合多媒体教学方法。课程结束后,比较两组学生的学习成绩及问卷调查结果。 结果 试验组学生的诊断学基础知识成绩、病例分析成绩、理论考核总成绩分别为(66.7±6.45)分、(14.3±1.75)分、(80.9±7.36)分,均优于对照组学生的基础知识成绩、病例分析成绩及理论考核总成绩(62.3±8.42)分、(13.2±2.28)分、(75.5±9.31)分,其差异均具有统计学意义(均P<0.05);问卷调查结果显示,与对照组相比,试验组学生在增强学习兴趣[39(81.2)比26(53.1)],提高病史采集能力[44(91.7)比32(65.3)]、医患沟通表达能力[40(83.3)比29(59.2)]、诊断分析能力[38(79.2)比24(49.0)]、诊断思维能力[41(85.4)比28(57.1)]及对教学模式满意度方面[44(91.7)比28(57.1)]均高于对照组,其差异均具有统计学意义(均P<0.05)。 结论 临床诊疗虚拟病例结合PBL教学方法应用于诊断学实验课,可以激发学生自主学习的积极性,提高学生的临床思维能力,提高教学效果。

关键词: 虚拟病例, 诊断学实验, 教学方法, 基于问题学习

Abstract: Objective To explore the effects of virtual cases in clinical diagnosis and treatment combined with PBL in diagnostic experiments teaching. Methods From March to July in 2018, totally 97 students from grade 2016,five years undergraduate clinical medicine in Jining Medical University were randomly selected and divided into the experimental group (48 students) and control group (49 students).The experimental group adopted virtual cases in clinical diagnosis and treatment combined with PBL teaching method , while the control group received traditional teaching methods.At the end of experimental class,the learning outcomes of students in the two groups was valued by questionnaire survey and examinations. Results The results of basic knowledge of diagnostics, case analysis and theoretical assessment in the experimental group were (66.7 ± 6.45), (14.3 ± 1.75) and (80.9 ± 7.36) respectively, which were better than those in the control group (62.3 ± 8.42), (13.2 ± 2.28) and (75.5 ± 9.31). The differences were statistically significant The results of questionnaire showed that compared with the control group, the students in the experimental group increased their interest in learning [39(81.2) vs 26(53.1)], their ability to collect medical history [44 (91.7) vs 32(65.3)], their communication and expression ability [40(83.3) vs 29(59.2)], their diagnostic analysis ability [38 (79.2) vs 24 (49.0)], their diagnostic thinking ability [41(85.4) vs 28(57.1)] and their satisfaction with the teaching mode [44(91.7) vs 28(57.1)], the difference was statistically significant (all P<0.05). Conclusions The application of virtual cases in clinical diagnosis and treatment combined with PBL was effective and feasible in diagnostic experiments teaching. It can improve the learning outcomes, so is better than the traditional teaching mode.

Key words: Virtual clinical case, Diagnostic experiment, Teaching method, Problem-based learning

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