An efficacy evaluation of the PBL teaching in neurosurgical clinical training

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An efficacy evaluation of the PBL teaching in neurosurgical clinical training

更新时间：2024-09-19

- An efficacy evaluation of the PBL teaching in neurosurgical clinical training
- Vol. 14, Issue 7, Pages: 717-720(2015)
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An efficacy evaluation of the PBL teaching in neurosurgical clinical training. [J]. 14(7):717-720(2015)
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An efficacy evaluation of the PBL teaching in neurosurgical clinical training. [J]. 14(7):717-720(2015) DOI：

摘要

目的　探讨以问题为基础的学习（problem-based learning，PBL）在神经外科临床见习教学中的应用效果。方法　针对在我院神经外科见习的600名2011级临床医学专业学生，随机将其分为实验组（300人，教学中分为15个学习小组，20人/组）及对照组（300人，教学中分为15个学习小组，20人/组）。实验组采用PBL，实施以问题为基础、学生为主体、带教教师为导向的小组讨论式教学；对照组采用案例教学（case-based learning，CBL）联合课堂讲授（lecture-based learning，LBL）。见习结束后，针对两组学生开展统一测试和评价自身所受教学方法的问卷调查，同时针对实验组学生开展PBL对其各方面影响情况的问卷调查。应用SPSS 15.0处理数据，组间比较行t检验、曼-惠特尼u检验。结果　实验组学生理论考试与综合能力考核成绩[（40.57±3.24）分，（41.23±4.56）分]均优于对照组[（37.21±4.05）分，（36.51±4.11）分]，差异有统计学意义（P＜0.05）。问卷调查显示，实验组学生在教学方式满意度、见习兴趣、教学参与度以及知识掌握度方面的评价均优于对照组，差异有统计学意义（P＜0.05）。实验组学生认为PBL教学有助于，提高教学满意度（97.0%，291人）、增强团队协作能力（96.7%，290人）、提升自学能力（92.7%，278人）等。结论　PBL在神经外科见习教学中取得较好效果，有助于提升学生参与意识及学习积极性，促进学生综合能力培养

Abstract

Objective　To explore the effect and experience of problem-based (PBL) teaching in neurosurgical clinical training and improve the quality of the neurosurgical clinical training. Methods 600 clinical medical students of Grade 2011 in their probation in our department of neurosurgery were chosen as the subjects of study and were randomly divided into the experimental (PBL

15 groups

20 people/group

over 300 people) and control groups (CBL+ LBL

15 groups

20 people/group

over 300 people). In experimental group

PBL which is a problem-based

student-centered and teacher-directed pedagogy was adopted. In control group

CBL (case-based learning) + LBL (lecture-based learning) were adopted. After probation

two groups of students had the unified test and assessed their teaching methods by questionnaire survey and at the same time

the questionnaire survey about PBL' impact on the various aspects was done only to experimental group students. SPSS 15.0 software was used to do statistical analysis and data were processed by description analysis

t test

Mann-Whitney U test and correlation analysis. Results The scores of theoretical knowledge and general ability in PBL group [(40.57±3.24)， (41.23±4.56) individually] were higher than these in control group [(37.21±4.05)，(36.51±4.11) individually]. The differences demonstrated statistically meanings. Through the surveys

the students in experimental group showed the high satisfaction (97.0%

n=291) in PBL teaching. Most of the students considered that their abilities of team cooperation (96.7%

n=290)

and self-directed learning (92.7%

n=278) were improved by PBL teaching. The students in experimental group illustrated their attitudes in satisfaction of teaching; interests of clinical training

participation of teaching and understanding of knowledge were superior to the control group. The differences demonstrated statisti-cally meanings. Conclusion　PBL teaching got a good effect in neurosurgical clinical training. This method

which improved students' participation and motivation of study and contributed to the training of medical students' comprehensive abilities

is suitable for modern neurosurgical clinical training.

关键词

以问题为基础的学习　以案例为基础的学习　以授课为基础的学习　神经外科　临床见习教学

Keywords

Problem-based learning　Case-based learning　Lecture-based learning　Neu-rosurgery　Clinical teaching

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