【摘要】 [目的]探讨以问题为基础的教学模式(PBL)结合角色扮演法(RPT)在传染病临床见习教学中的应用效果。[方法]随机抽取某院传染科临床见习学生136名,将其随机平分为试验组(PBL结合RPT教学组)和对照组(传统教学模式教学组),教学结束后通过理论考试及技能操作对见习学生专业知识进行考核,同时采用不记名式问卷调查,比较两种教学模式的效果差异。[结果]试验组68名学生专业知识及实践操作得分均明显高于对照组,两组比较差异有统计学意义(P﹤0.05);问卷调查显示试验组学生对PBL结合RPT教学模式的满意程度明显高于对照组对传统教学模式的满意度,两组比较差异有统计学意义(P﹤0.01)。[结论]PBL结合RPT教学模式可以更好地调动学生学习的兴趣和积极性,提高了学生独立思考问题、理论结合实践等各方面能力,使学生能够更好地掌握传染科理论知识,从而提高了教学质量。更多还原

【Abstract】 [Objective]To discuss the value of PBL and RPL in the clinical teaching of infectious diseases.[Methods]136 medical students were randomly divided into two groups.The students of experimental group were taught by PBL and RPL.The students of control group were taught by LBL.After teaching,all the students were accepted the theory,practical operation examinations and other investigation.Compared the effect of two kinds of teaching.[Results]The clinical knowledge scores of the experimental group were significantly higher than control group(P﹤0.05).The satisfaction of teaching method in the experimental group were significantly higher than that in LBL control group(P﹤0.01).[Conclusion]Comparing with LBL,PBL and LBL can significantly mobilize students’ independent learning and the ability to think;It can also improve the students’ ability to combine practice and theory,so that students can get a better grasp of the knowledge.PBL and RPL can significantly improve the quality of teaching.更多还原