【摘要】 目的 探讨PBL结合CBL教学方法在全科住院医师急性中毒教学中的应用效果。方法 选取2018年1月1日至2021年12月31日在某院急诊科学习的全科住院医师105人作为观察对象，随机分为对照组(49名)和研究组(56名)，对照组采用传统的讲座式教学，研究组采用PBL结合CBL教学。采用考试和调查问卷相结合的方式对教学效果进行评估。结果 课程结束之后，研究组的测试总分、基础知识和病例分析得分分别为(73.70±7.40)分、(36.21±5.78)分、(37.52±5.83)分，明显优于课程前的(57.48±9.31)分、(30.66±6.74)分、(26.82±6.18)分；研究组的课程后总分和病例分析得分明显高于对照组；调查问卷评分显示在提高学习兴趣、激发学习主观能动性、病情评估和观察能力、临床思维能力、团队协作能力方面得分差异存在统计学意义(P<0.001)。结论 PBL结合CBL在全科住院医师急性中毒教学中具有明显效果，能有效提高全科住院医师的教学效果和自我业务能力。更多还原

【Abstract】 Objectives To explore the teaching effect of PBL combined with CBL in acute poisoning for general residents and improve the teaching quality of acute poisoning clinical teaching. Methods A total of 105 general resident students in a teaching hospital from January 1st, 2018 to December 31st, 2021 were included in the study,and they were averagely divided into control group(49) and study group(56) according to the random number table method. The control group used traditional teaching, and the study group used PBL combined with CBL.Examination and questionnaire were used to judge the teaching effect. Results The study group scores after class(73.70±7.40,36.21±5.78,37.52±5.83) were significantly better than the scores before class(57.48 ±9.31,30.66±6.74,26.82±6.18) form the aspects of the mean total quiz score, the basic knowledge and case analysis scores. The total quiz scores and case analysis scores in the study group were significantly higher than those in the control group. Furthermore, the questionnaire survey score showed that the study group’s learning interest(7.46±1.11) compared with the control group(6.51±1.10), learning motivation study group(6.91±0.76)compared with the control group(6.20±1.14), ability to discover and deal with problems study group(6.87±1.40) compared with the control group(5.84±1.42), clinical thinking skills study group(7.71±1.04)compared with the control group(6.45±1.06), and teamwork skills study group(7.63±1.17) compared with the control group(6.06±0.83), the difference was statistically significant. Conclusions The PBL combined with CBL had a significant effect on the acute poisoning teaching of general resident students, and could effectively improve the teaching effect and self-professional recognition.更多还原