Application of PBL combined with RPT teaching in clinical practice teaching of Dermatology and venereal disease Zhang Yuan,Tan Nina,Yan Lu,Sun Ledong.Department of Dermatology,Zhujiang Hospital of Southern Medical University,Guangzhou510000, China(Zhang Y, Tan NN, Yan L, SunLD)

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Application of PBL combined with RPT teaching in clinical practice teaching of Dermatology and venereal disease Zhang Yuan,Tan Nina,Yan Lu,Sun Ledong.Department of Dermatology,Zhujiang Hospital of Southern Medical University,Guangzhou510000, China(Zhang Y, Tan NN, Yan L, SunLD)

更新时间：2024-09-19

- Application of PBL combined with RPT teaching in clinical practice teaching of Dermatology and venereal disease Zhang Yuan,Tan Nina,Yan Lu,Sun Ledong.Department of Dermatology,Zhujiang Hospital of Southern Medical University,Guangzhou510000, China(Zhang Y, Tan NN, Yan L, SunLD)
- Vol. 16, Issue 10, (2017)
- 作者机构：
  
  南方医科大学珠江医院皮肤科
- 作者简介：
- 基金信息：
- DOI：
  CLC：
- Published：2017，
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Application of PBL combined with RPT teaching in clinical practice teaching of Dermatology and venereal disease Zhang Yuan,Tan Nina,Yan Lu,Sun Ledong.Department of Dermatology,Zhujiang Hospital of Southern Medical University,Guangzhou510000, China(Zhang Y, Tan NN, Yan L, SunLD). [J]. 16(10).(2017)
DOI：

Application of PBL combined with RPT teaching in clinical practice teaching of Dermatology and venereal disease Zhang Yuan,Tan Nina,Yan Lu,Sun Ledong.Department of Dermatology,Zhujiang Hospital of Southern Medical University,Guangzhou510000, China(Zhang Y, Tan NN, Yan L, SunLD). [J]. 16(10).(2017) DOI：

摘要

目的：探讨以问题为基础的学习（problem-based learning，PBL）结合角色扮演法（role palying teaching，RPT）在皮肤性病临床见习教学中的效果。方法：将112名临床本科实习生随机分成实验组（PBL结合RPT教学，n=56）和对照组（PBL教学，n=56），实习结束后通过临床见习理论考试、临床技能考核和问卷调查对两组教学方法进行评价，采用SPSS13.0软件对数据进行处理和统计分析。组间比较采用独立样本t检验。结果：实验组理论考试和临床技能考核成绩均高于对照组[(74.29±3.17)vs. (66.14±2.17); (16.66±1.11)vs. (14.50±1.51)]，差异有统计学意义。问卷调查显示，实验组在学习兴趣、医患沟通能力以及人文关怀等方面优于对照组。结论：因此PBL结合RPT教学模式能更好地调动学生学习的积极性，培养和提高医学生人文素质、临床思维以及实践能力，获得了满意的教学效果，有着较好的应用前景

Abstract

Objective To explore the application effect of based-learning problem (PBL) combined with role playing method (palying teaching Role

RPT) in clinical practice teaching of skin diseases. Methods 112 clinical undergraduate interns were randomly divided into experimental group (PBL teaching combined with RPT teaching group

n = 56) and the control group (PBL teaching group

n = 56)

After the internship

Clinical probation theory examination

clinical skills assessment and questionnaire survey were used to evaluate the two teaching modes

using SPSS 13.0 software for statistical analysis of the data. Results The results showed that theory examination and clinical skills examination scores in the PBL+RPT group were significantly higher than the PBL group

i.e. (74.29±3.17)vs. (66.14±2.17); (16.66±1.11)vs. (14.50±1.51)，

and there were statistically significant differences. The survey shows：The experimental group was better than the control group in learning interest

doctor-patient communication ability and humanistic concern. Conclusion Therefore the teaching mode of PBL+ RPT improved the students' enthusiasm for learning

cultivated and improved the humanistic quality

clinical thinking and practical ability of medical and obtained the satisfactory teaching effect

It will has a good application prospect .

关键词

以问题为基础的学习角色扮演法临床见习

Keywords

Problem Based LearningRole palying teachingClinical probation

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