PBL联合CBL在中西医结合神经内科临床教学中的应用

Title:

Application of PBL Combined with CBL in Clinical Teaching of Department of Neurology of Integrated Chinese and Western Medicine

文章编号:

2095-5707(2019)05-0071-03

作者:

李博¹; 闫秀娟¹; 李艳彬¹; 李宝柱¹; 刘京锋¹; 赵晓东²*

1.北京市和平里医院神经内科，北京 100013；2.北京中医药大学东直门医院，北京 100700

Author(s):

LI Bo¹;  YAN Xiu-juan¹;  LI Yan-bin¹;  LI Bao-zhu¹;  LIU Jing-feng¹;  ZHAO Xiao-dong²*

1. Department of Neurology, Beijing Hepingli Hospital, Beijing 100013, China; 2. Dongzhimen Hospital Affiliated to Beijing University of Chinese Medicine, Beijing 100700, China

关键词:

问题式教学法; 病例式教学法; 中西医结合; 神经内科

Keywords:

problem based learning (PBL);  case based learning (CBL);  integrated Chinese and Western medicine;  department of neurology

分类号:

G642.0

DOI:

10.3969/j.issn.2095-5707.2019.05.018

文献标志码:

A

摘要:

目的 探讨问题式教学法（problem based learning, PBL）联合病例式教学法（case based learning, CBL）在五年制中西医结合专业神经内科临床教学中的应用效果。方法 选取2018年7月－2019年6月于北京市和平里医院神经内科实习的中西医结合专业本科生43名作为教学对象，随机分为实验组（PBL联合CBL教学模式）22名，对照组（传统教学模式）21名。教学结束后以理论知识考核、实践考核及问卷调查的方式进行教学效果评估。结果 实验组实习生的理论知识及实践考核成绩均显著高于对照组（P＜0.01）；问卷调查结果显示，学生的学习兴趣、综合分析能力、查阅文献能力均优于对照组（P＜0.01），但在建立临床思维、语言表达能力方面未见显著性差异。结论 在中西医结合神经内科本科实习生临床教学中，应用PBL与CBL相结合的教学方法，能够使学生积极主动地学习并应用理论知识，同时也提高了学生临床实践能力与综合分析能力，获得了较好的教学效果。

Abstract:

Objective To explore the application effect of problem based learning (PBL) combined with case based learning (CBL) in clinical teaching of department of neurology of five-year integrated traditional Chinese and Western medicine. Methods 43 undergraduates majoring in integrated traditional Chinese and Western medicine interned in the department of neurology of Hepingli Hospital from July 2018 to June 2019 were selected as teaching objects. They were randomly divided into experimental group (PBL combined with CBL, 22 students) and control group (traditional teaching mode, 21 students). After the teaching, the teaching effect was evaluated by means of theoretical knowledge assessment, practice assessment and questionnaire survey. Results The theoretical knowledge and practical examination scores of interns in the experimental group were significantly higher than the control group (P<0.01). The results of the questionnaire survey showed that students’ learning interest, comprehensive analysis ability and literature review ability were better than the control group (P<0.01), and no significant differences were found in establishing clinical thinking and language expression skills between the two groups. Conclusion In the clinical teaching of undergraduate interns in the department of neurology of integrated traditional Chinese and Western medicine, the combination of PBL and CBL can enable students to actively learn and apply theoretical knowledge, and also improve their clinical practice ability and comprehensive analysis ability, with better teaching results.