【摘要】 目的 探索基于问题学习(problem-based learning, PBL)结合基于案例学习(case-based learning, CBL)教学方法在骨质疏松症见习教学中的应用效果。方法 选取2020年7月—2021年7月在浙江大学医学院附属邵逸夫医院骨科骨质疏松专科组见习的浙江大学医学院2017级五年制临床医学专业86名学生为研究对象，将其随机分为试验组和对照组，每组43名学生。试验组学生采用PBL结合CBL教学方法，对照组学生采用传统教学方法。经过45学时的教学后，通过比较两组学生理论知识考核和临床操作考核成绩、能力自评分数和教学满意度评分，评价两组学生不同教学方法的应用效果。结果 试验组学生在理论知识考核成绩、临床操作考核成绩，理论知识能力自评、临床操作能力自评、自主学习能力自评、团队协作能力自评，教学内容、教学方法、教学媒体、教师指导和学生体验等教学满意度诸多等方面的评分均高于对照组学生，其差异均具有统计学意义(均P<0.05)。结论 PBL结合CBL教学方法应用于骨质疏松症见习教学中，更有利于学生掌握专业理论知识和操作技能，有助于培养学生的自主学习能力和团队协作能力，提高学生的教学满意度，促进教学相长。更多还原

【Abstract】 Objective To compare the application value of problem-based learning(PBL) combined with case-based learning(CBL) teaching method in the probationary teaching of osteoporotic disease in orthopedics. Methods A total of 86 interns in Grade 2017 majoring 5-year clinical medicine of Zhejiang University School of Medicine in Osteoporotic Specialist Group, Department of Orthopedics, Sir Run Run Shaw Hospital, Zhejiang University School of Medcine from July 2020 to July 2021 were randomly divided into the experimental group(n=43) which adopted PBL combined with CBL teaching and the control group(n=43) which adopted traditional teaching. After 45 class-hour teaching, the application effects of different teaching methods in the two groups were evaluated by comparing the theoretical knowlege and clinical operation assessment scored, ability self-assessment scores and teaching satisfaction scores. Results Compared with the control group, the scores of students in experimental group in theoretical knowledge assessment, clinical operation assessment, theoretical knowlege ability self-assessment, clinical operational ability self-assessment, self-learning ability self-assessment, teamwork ability self-assessment and some aspects of teaching satisfaction, such as teaching content, teaching method, teaching media, teacher guidance and student experience were higher than those of students in control group. The differences were all statistically significant(all P<0.05). Conclusions The application of PBL combined with CBL teaching method in the probationary teaching of osteoporotic disease is more conductive to students mastering professional theoretical knowledge and operational skills, helping to cultivate students’ autonomous learning ability and teamwork ability, improving teaching satisfaction and promoting teaching and learning.更多还原