Application of problem-based learning in dermatology and venereology teaching of clinical medicine

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Application of problem-based learning in dermatology and venereology teaching of clinical medicine

更新时间：2024-09-19

- Application of problem-based learning in dermatology and venereology teaching of clinical medicine
- Vol. 16, Issue 6, (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，
- 稿件说明：
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Application of problem-based learning in dermatology and venereology teaching of clinical medicine. [J]. 16(6).(2017)
DOI：

Application of problem-based learning in dermatology and venereology teaching of clinical medicine. [J]. 16(6).(2017) DOI：

摘要

目的探讨PBL教学在临床医学本科皮肤性病学教学中的应用。方法将120名临床医学专业本科学生随机分成实验组和对照组，每组60人，实验组采用PBL教学，对照组采用传统教学。教学内容包含“系统性红斑狼疮”“天疱疮”、“银屑病”和“梅毒”。总学时16学时，传统教学组为大班理论授课8学时加小组临床见习8学时，PBL教学组以案例为引导进行教学，4学时/次，共计16学时。学期结束时进行教学满意度评价和考试成绩分析。结果（1）实验组在职业价值和伦理、交流技能、临床技能、群体健康和卫生系统、信息管理、评判性思维和研究等方面的教学满意度均高于对照组（P＜0.05）；（2）理论考试实验组总分、理解题得分和应用题得分高于对照组（P＜0.05），且差异主要来自PBL教学内容（P＜0.05）。结论 PBL教学不仅可以提高学生对知识的理解和应用能力，而且有利于学生自主学习能力的培养

Abstract

Objective To explore the application of PBL in dermatology and venereology teaching. Method According to random principle

120 students were divided into experimental group and control group (60 students per group). The experimental group received PBL

and the control group received traditional teaching. The teaching contents include systemic lupus erythematosus

pemphigus

psoriasis

syphilis. The course need 16 periods totally

the traditional teaching group apply 8 classes extensive class teaching and 8 classes clinical trainee

and the PBL teaching group implements case-based teaching 4 hours each time. Teaching satisfaction evaluation and test scores would be analysed at the end of the semester. Results (1)The teaching satisfaction (contains professional values and ethics

communication skills

clinical skills

community health and health systems

information management

critical mind and research

ect) of experimental group was higher than control group（P＜0.05）;(2) The test scores of experimental group was higher than control group（P＜0.05）

especially in total score of theoretical examination

comprehension and application. The difference mainly comes from PBL teaching（P＜0.05）.Conclusion PBL is conductive not only to the comprehension and application of knowledge but to train the students’ abilities of independent learning.

关键词

临床医学皮肤性病学PBL教学法教学满意度

Keywords

Clinical medicineDermatology and venereologyproblem-based learningTeaching satisfaction

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Related Author

Liu Ting

Jiang Ruimin

Wang Yujuan

Duan Xi

He Jia

Chen Jie

Liu Liang

He Xuan

Related Institution

Department of Dermatology, Affiliated Hospital of North Sichuan Medical College, Nanchong

Department of Education, Peking University Third Hospital

Research Center of Clinical Epidemiology, Peking University Third Hospital

Department of Gastroenterology, Weifang People's Hospital

Practice Teaching Management Office, Shandong Second Medical University

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