【摘要】 目的以器官系统为中心的医学课程整合教育模式备受关注,本研究旨在探讨整合教学联合PBL教学法在泌尿外科临床实习中应用的效果,以此探索为培养适应医疗改革的临床型本科毕业生打下坚实基础的教学模式。方法选择佳木斯大学2014级五年制临床医学的两个班级作为研究对象,实验组(A组)共59人采用整合教学联合PBL教学法,对照组(B组)共58人采用传统教学法(LBL),教学结束后进行期终考核(包括理论考核及实践考核),并填写教学质量评价表。结果期终考核结果显示实验组成绩(76.9±8.4)优于对照组成绩(71.0±7.7),差异具有明显统计学意义(p<0.05)。实验组认为讲授内容易于理解、提高临床思维能力、加强课堂参与感、授课内容丰富系统化、授课内容连贯的比例分别为93.2%、91.5%、88.1%、81.4%、78.1%,获得了实验组学生的一致认可。结论在泌尿外科教学实践中,整合教学联合PBL教学法可以提高临床本科生对知识的整体把握和全面理解,并能够增强学生的临床思维和临床实践能力,对优化教学成果有显著成效。更多还原

【Abstract】 Objective The integrated education model of medical curriculum centered on organ system has attracted much attention. The purpose of this study is to explore the effect of integrated teaching combined with PBL teaching method in clinical practice of urology, and to explore a teaching model that can lay a solid foundation for training clinical undergraduate students who adapt to medical reform. Methods Two classes of clinical medicine in grade 2014 in Jiamusi University were selected as the research objects. 59 students in experimental group(group A) adopted integrated teaching combined with PBL teaching method. 58 students in control group(group B) adopted lecture-based learning(LBL). The final examination(including theoretical and practical examination) was completed after teaching.Group A students need to write teaching quality evaluation forms. Results The results of the final examination showed that the scores of the experimental group(76.9+8.4) were better than those of the control group(71.0 +7.7), and the difference was statistically significant(p<0.01). The experimental group believed that the teaching content was easy to understand, improve clinical thinking ability, strengthen classroom participation, enrich and systematize the teaching content, and the proportion of teaching content was 93.2 %, 91.5 %, 88.1 %, 81.4 % and 78.1 % respectively. Conclusion In the teaching practice of urology, the integrated teaching and PBL teaching method can improve the clinical students to grasp the knowledge, and can enhance their clinical thinking and clinical practice ability, which has a significant effect on the optimization of teaching results.更多还原