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理论授课后续PBL的阶梯教学法在眼科规范化培训中的效果
Effect of ladder teaching of PBL after theoretical lecture in standardized training of ophthalmology
- 中华医学教育探索杂志 2023年22卷第5期 页码：737-740
- 作者机构：
1.解放军总医院第三医学中心眼科医学部，北京 100853
2.解放军总医院第一医学中心普通外科医学部，北京 100853
- 作者简介：
许薇薇，Email：xuweiweidr@163.com
- 基金信息：国家自然科学基金面上项目(81773135)
DOI：10.3760/cma.j.cn116021-20201211-01285
中图分类号： R-05纸质出版日期：2023-05-20，
收稿日期：2020-12-11，
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许薇薇, 宋舟, 李朝辉. 理论授课后续PBL的阶梯教学法在眼科规范化培训中的效果[J]. 中华医学教育探索杂志, 2023, 22(5): 737-740.
Xu Weiwei, Song Zhou, Li Chaohui. Effect of ladder teaching of PBL after theoretical lecture in standardized training of ophthalmology[J]. Chinese Journal of Medical Education Research, 2023,22(5):737-740.
许薇薇, 宋舟, 李朝辉. 理论授课后续PBL的阶梯教学法在眼科规范化培训中的效果[J]. 中华医学教育探索杂志, 2023, 22(5): 737-740. DOI： 10.3760/cma.j.cn116021-20201211-01285.
Xu Weiwei, Song Zhou, Li Chaohui. Effect of ladder teaching of PBL after theoretical lecture in standardized training of ophthalmology[J]. Chinese Journal of Medical Education Research, 2023,22(5):737-740. DOI： 10.3760/cma.j.cn116021-20201211-01285.
摘要
目的
2
评价理论授课后续以问题为基础的学习（problem-based learning，PBL）的阶梯教学法在眼科规范化培训中的效果。
方法
2
收集2015年9月至2020年6月解放军总医院眼科规培基地规培生的资料。按照接受的教学法分为理论授课后续PBL的阶梯教学法小组（阶梯组）和纯PBL教学法小组（PBL组）。记录规培生一阶段、二阶段的考试成绩，一阶段考试（眼科学理论）及格率，二阶段考试（临床应用）及格率，一、二阶段整体及格率情况，并进行统计学分析。量化评估本规培基地使用“理论授课后续PBL的阶梯教学法”在眼科规范化培训中的教学效果。采用SPSS 24.0进行
t
检验、秩和检验和卡方检验。
结果
2
一阶段考试（眼科学理论）成绩，阶梯组高于PBL组[（87.22±8.45） vs.（74.47±10.68）]，差异有统计学意义（
P
<
0.01）；一阶段考试（眼科学理论）及格率，阶梯组高于PBL组（95.83% vs. 85.00%），差异无统计学意义（
P
=0.213）；二阶段考试（临床应用）及格率，阶梯组高于PBL组（95.65% vs. 76.47%），差异无统计学意义（
P
=0.070）；规培整体（一、二阶段）及格率，阶梯组高于PBL组（91.67%% vs. 65.00%），差异有统计学意义（
P
=0.029）。
结论
2
理论授课后续PBL的阶梯教学在眼科规范化培训中的效果满意，该教学法更容易帮助规培生顺利完成规培并通过规培考试。
Abstract
Objective
2
To evaluate the effect of ladder teaching of problem-based learning (PBL) after theoretical lecture in the standardized training of ophthalmology.
Methods
2
This study collected the data of the resident trainees in the ophthalmology standardized training base of the PLA General Hospital from September 2015 to June 2020. According to the accepted teaching methods
they were divided into the ladder teaching method group (ladder group) and the pure PBL teaching method group (PBL group). The exam results of the first and second stages of the trainees
the pass rate of the first stage exam (ophthalmology theory)
the pass rate of the second stage exam (clinical application)
and the overall pass rate of the first and second stages were recorded for statistical analysis. Quantitative evaluation on the teaching effect of the "ladder teaching method of theory teaching followed by PBL" in the standardized training of ophthalmology in this training base was made. SPSS 24.0 was used to conduct
t
-test
rank-sum test and Chi-square test.
Results
2
The results of the first stage examination (ophthalmology theory) in the ladder group were higher than those in the PBL group [(87.22±8.45) vs. (74.47±10.68)]
with a statistically significant difference (
P
<
0.01); the pass rate of the first stage examination (ophthalmology theory) in the ladder group was higher than that in the PBL group (95.83% vs. 85.00%)
with no significant difference (
P
= 0.213). The pass rate of the second stage examination (clinical application) in the ladder group was higher than that in the PBL group (95.65% vs. 76.47%)
with no significant difference (
P
= 0.070); the overall pass rate of routine training (first and second stages) in the ladder group was higher than that in the PBL group (91.67% vs. 65.00%)
with a statistically significant difference (
P
= 0.029).
Conclusion
2
The ladder teaching of PBL after the theory teaching has a satisfactory effect in the standardized training of ophthalmology. This teaching method is easier to help the students to successfully complete the standardized training and pass the standardized training examination.
关键词
医师规范化培训眼科教学效果
Keywords
Standardized residency trainingDepartment of ophthalmologyTeaching effect
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