| 张小珍1，陈冲2，邵清春2▲.PBL与CBL联合的双轨教学法应用于妇产科带教中的效果研究[J].中国医药科学,2024,14(11):60-63 基金项目:山东省潍坊市卫生健康委员会科研项目计划（WFWSJK-2022-203） |
| PBL与CBL联合的双轨教学法应用于妇产科带教中的效果研究 |
| Research on the effectiveness of the dual-track teaching method combining PBL and CBL in obstetrics and gynecology teaching |
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| 中文关键词: 妇产科；带教；医生学；临床技能；临床思维 |
| 英文关键词:Obstetrics and gynecology; Teaching; Medical students; Clinical skills; Clinical thinking |
| 作者 | 单位 | | 张小珍1，陈冲2，邵清春2▲ | 1.潍坊医学院附属医院妇科，山东潍坊 261031；2.潍坊医学院附属医院产科，山东潍坊 261031 |
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| 中文摘要: |
| [摘要] 目的 探讨妇产科带教中应用问题式学习模式（PBL）与以案例为基础的学习方法（CBL）联合的双轨教学法的效果。 方法 于2022年8月至2023年8月在潍坊医学院附属医院妇产科实习的医学生中选取80名，通过随机数表法进行分组，对照组（40名）通过传统方法实施带教，观察组（40名）通过PBL与CBL联合的双轨教学法实施带教。对两组实习医学生的自主学习能力、学习成绩、临床思维及满意度进行比较。 结果 观察组出科时的学习积极主动性评价量表评分高于对照组，差异有统计学意义（P < 0.05）；观察组出科时的理论知识、技能操作成绩高于对照组，差异有统计学意义（P < 0.05）；观察组出科时的医学生临床思维能力评价量表评分高于对照组，差异有统计学意义（P < 0.05）；观察组医学生对实习过程的满意度为97.50%，高于对照组的80.00%，差异有统计学意义（P < 0.05）。 结论 妇产科临床带教中应用PBL与CBL联合的双轨教学法有助于进一步提升医学生自主学习能力，有效提高其学习成绩、临床思维，且医学生对实习过程有较高的满意度。 |
| 英文摘要: |
| [Abstract] Objective To explore the effectiveness of a dual-track teaching method combining problem-based learning (PBL) and case-based learning (CBL) in obstetrics and gynecology teaching. Methods A total of 80 medical students who interned in the Department of Obstetrics and Gynecology, Affiliated Hospital of Weifang Medical University from August 2022 to August 2023 were selected and grouped using a digital random table method. The control group (40 students) received traditional teaching methods, while the observation group (40 students) received dual-track teaching methods combining PBL and CBL. The self-learning ability, academic performance, clinical thinking, and satisfaction of the two groups were compared. Results The evaluation scale score of learning initiative in the observation group was higher than that in the control group at the time of exit, with a statistically significant difference (P < 0.05); the theoretical knowledge and skill operation scores of the observation group at the time of exit were higher than those of the control group, with statistically significant differences (P < 0.05), the clinical thinking ability evaluation scale scores of medical students in the observation group were higher than those in the control group at the time of exit, with statistically significant differences (P < 0.05), the satisfaction rate of medical students in the observation group towards the internship process was 97.50%, which was higher than 80.00% in the control group, with a statistically significant difference (P < 0.05). Conclusion The application of the dual-track teaching method combining PBL and CBL in clinical obstetrics and gynecology teaching can further enhance the self-learning ability of medical students, effectively improve their academic performance and clinical thinking, and the medical students have a high level of satisfaction with the internship process. |
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