【摘要】 目的 探讨问题驱动教学法，即基于问题的教学法（problem-based learning,PBL）联合案例式教学法（case-based learning,CBL）在临床营养科教学中的应用效果。方法 2022年8月—2023年8月，以在广西医科大学第一附属医院参加糖尿病医学营养治疗培训的护理人员58名作为研究对象，随机分成试验组和对照组，每组29人。试验组采用PBL联合CBL教学法，对照组采用传统模式教学。对比2组理论知识水平测试成绩、实践技能水平测试成绩和课堂满意度调查结果。结果试验组和对照组的最终理论知识水平测试成绩分别为（92.6±1.8）分、（90.2±2.0）分，差异有统计学意义（P <0.001）；试验组和对照组的最终实践技能水平测试成绩分别为（93.1±2.1）分、（90.5±1.7）分，差异有统计学意义（P <0.001）。教学满意度调查结果显示，试验组课程合理性为（94.2±2.0）分、知识掌握程度为（93.8±1.7）分，高于对照组的（93.1±0.9）分和（92.7±1.5）分，差异有统计学意义（P <0.05）。结论PBL联合CBL教学更有利于提升临床营养科的教学效果，提高教学满意度。更多还原

【Abstract】 Objective To investigate the effectiveness of problem-based learning(PBL) combined with casebased learning(CBL) teaching method in clinical nutrition teaching.Methods From August 2022 to August 2023,58 nurses who received medical nutrition treatment training for diabetes in the First Affiliated Hospital of Guangxi Medical University were taken as research subjects,and were randomly divided into the control group and the experimental group,with 29 nurses in each group.The experimental group was taught with PBL combined with CBL mode,while the control group was taught with traditional teaching mode.The theoretical knowledge level test scores,practical skills level test scores,and classroom satisfaction survey results between the two groups were compared.Results The final theoretical scores of the experimental group and the control group were(92.6±1.8)points and(90.2±2.0) points,respectively,with a statistically significant difference(P<0.001).The final skill scores of the experimental group and the control group were(93.1±2.1)points and(90.5±1.7) points,respectively,with a statistically significant difference(P<0.001).The results of the teaching satisfaction survey showed that the experimental group had a higher score for course rationality(94.2±2.0) points and knowledge mastery(93.8±1.7) points than the control group for course rationality(93.1±0.9) points and knowledge mastery(92.7±1.5) points,and the difference was statistically significant(P<0.05).Conclusion The combination of PBL and CBL teaching method is more conducive to improving the teaching effectiveness of clinical nutrition and improving teaching satisfaction.更多还原