【摘要】 目的 分析问题导向教学法（problem-based learning, PBL）联合“师带徒”对针灸推拿专业实习生专业性及教学效果的影响。方法 选取2024年6月—2025年6月黑龙江中医药大学附属第二医院针灸科的372名实习生作为研究对象，2024年6—12月168名实习生设为常规组，采用“师带徒”教学模式，2025年1—6月204名实习生设为研究组，采用PBL联合“师带徒”教学模式。比较两组实习生专业性、考核成绩、教学效果。结果 研究组实习生专业性总分为（92.18±0.89）分，高于常规组的（90.44±0.93）分，差异有统计学意义（t=18.388,P<0.001）；研究组各项专业性评分均高于常规组，差异均有统计学意义（P均<0.05）。研究组理论知识考核及实践技能考核均高于常规组，差异均有统计学意义（P均<0.05）。研究组教学效果总分为（92.02±0.89）分，高于常规组的（90.31±0.95）分，差异有统计学意义（t=17.888,P<0.05）；研究组各项教学效果评分均高于常规组，差异均有统计学意义（P均<0.05）。结论 PBL教学模式联合“师带徒”在针灸推拿教学中应用能提高实习生的专业性，增强实习生对专业知识和技能的掌握度，提升教学效果。更多还原

【Abstract】 Objective To analyze the effect of problem-based learning(PBL) combined with the "master-apprentice" teaching mode on the professionalism and teaching effect of interns majoring in acupuncture and tuina. Methods A total of 372 interns in the Department of Acupuncture, the Second Affiliated Hospital of Heilongjiang University of Chinese Medicine from June 2024 to June 2025 were selected as research subjects. Among them, 168 interns from June to December 2024 were assigned to the conventional group and received the "master-apprentice" teaching mode, while 204 interns from January to June 2025 were assigned to the study group and received PBL combined with "master-apprentice" teaching. The professionalism, assessment scores and teaching effect of interns were compared between the two groups. Results The total score of professionalism in the study group was 92.18±0.89, which was higher than 90.44±0.93 of the conventional group, and the difference was statistically significant(t=18.388, P<0.001), the professional scores of each item in the study group were all higher than those in the conventional group, and the differences were statistically significant(all P<0.05). The theoretical knowledge assessment and practical skills assessment in the study group were higher than those in the conventional group, and the differences were statistically significant(both P<0.05). The total score of teaching effect in the study group was 92.02±0.89, which was higher than 90.31±0.95 in the conventional group, and the difference was statistically significant(t=17.888, P<0.05), the scores of all teaching effects in the study group were higher than those in the conventional group, and the differences were statistically significant(all P<0.05). Conclusion The application of PBL combined with "master-apprentice" teaching in acupuncture and tuina education can improve the professionalism of interns, enhance their mastery of professional knowledge and skills, and promote teaching effect.更多还原