【摘要】 目的 探讨以问题为导向的教学法(problem-based learning,PBL)联合医学模型教学在妇产科临床实践教学中的应用效果,为妇产科教学方法改进提供一定参考。方法 选择2020年1—12月在马鞍山市人民医院实习的临床医学五年制本科生共54名作为研究对象,以随机数字表法分为联合教学组(27名)和传统教学组(27名)。联合教学组应用PBL联合医学模型教学法进行实践教学,传统教学组应用传统教学方法进行实践教学。比较两组出科考核时理论、技能操作、病例分析能力考核成绩及教学满意度。结果 联合教学组与传统教学组比较,理论考核成绩差异无统计学意义(P> 0.05)。但联合教学组临床技能操作考核成绩、病例分析能力考核成绩分别为(85.93±3.35)分、(84.91±4.95)分,显著高于传统教学组(80.78±3.09)分、(79.15±5.30)分,差异有统计学意义(P <0.05)。联合教学组的教学满意度为96.30%高于传统教学组70.37%,差异有统计学意义(P <0.05)。结论 应用PBL联合医学模型教学可有效提升妇产科实习学生的临床实践操作及病例分析能力,显著提高妇产科学临床实践教学质量,改善教学满意度。更多还原

【Abstract】 Objective To explore the application effect of problem-based learning(PBL) combined with medical model teaching in clinical practice teaching of Obstetrics and Gynecology, so as to provide some reference for the improvement of teaching methods of Obstetrics and gynecology. Methods A total of 54 five-year undergraduate students of clinical medicine who practiced in Ma’anshan people’s Hospital from January 2020 to December 2020 were selected as the research object. They were randomly divided into joint teaching group(27) and traditional teaching group(27). The combined teaching group uses the PBL combined medical model teaching method for practical teaching, and the traditional teaching group uses traditional teaching methods for practical teaching.The scores of theory, skill operation, case analysis ability and teaching satisfaction were compared between the two groups. Results Compared with the traditional teaching group, the combined teaching group had no significant difference in theoretical assessment scores(P>0.05). But the combined teaching group’s clinical skills and operation assessment scores and case analysis ability assessment scores were(85.93±3.35) points and(84.91±4.95) points respectively. score, which was significantly higher than that of the traditional teaching group(80.78±3.09) points and(79.15±5.30) points, and the difference was statistically significant(P<0.05). The teaching satisfaction of the combined teaching group was 96.30% higher than that of the traditional teaching group,70.37%, and the difference was statistically significant(P<0.05). Conclusion The application of PBL combined with medical model teaching can effectively improve the clinical practice and case analysis ability of obstetrics and gynecology intern students, significantly improve the quality of clinical practice teaching in obstetrics and gynecology, and improve teaching satisfaction.更多还原