PBL教学在泌尿外科进修生腹腔镜教学中的应用效果评价
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南京医科大学第一附属医院


The effect of problem - based learning( PBL)method on the course of teaching laparoscopic technique for trainee urologists
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The First Affiliated Hospital of Nanjing Medical University

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    摘要:

    目的 了解以问题为基础的教学法( problem - based learning,PBL) 在泌尿外科进修生腹腔镜教学中的应用效果。方法 将2012年9月至2016年3月于南京医科大学第一附属医院泌尿外科进修医生55 人分为两组进行研究,试验组采用PBL教学方法,共28人;对照组采用讲授式教学(lecture-based learning,LBL)模式,共27人,进行半年培训后通过调查问卷、理论测试、实践技能考核三种形式进行教学效果评估。结果 (1)调查问卷结果显示,PBL组学员在主动预习(p<0.001)、全程精神集中参与讲座或讨论(p=0.001)、主动复习相关内容(p<0.001)、能够提出高质量问题(p<0.001)、熟练掌握多种资料查阅途径(p<0.001)等方面明显优于LBL组。(2)理论测试结果显示PBL组学员成绩显著优于LBL组(p<0.001)。(3)实践技能考核结果显示PBL组学员成绩显著优于LBL组(p<0.001)。结论 PBL教学在泌尿外科进修生腹腔镜教学中的应用效果是值得肯定的,且极大提高了学员的学习兴趣及学习能力。

    Abstract:

    Objective To examine the effect of problem - based learning( PBL)method on the course of teaching laparoscopic technique for trainee urologists. Methods We enrolled 55 trainee urologists who had studied in The First Affiliated Hospital of Nanjing Medical University. The included doctors were assigned into PBL group(n=28)and lecture-based learning (LBL) group(n=27). Both groups received the questionnaire investigation, theory test and skills assessment after half a year. The teaching effects of two groups were compared by test results. Results (1)Doctors in PBL group were more energetically in preparation, concentration, review, raising issues and consulting a source. (2) Doctors in PBL group got higher theory scores and skills scores than LBL group. Conclusion The PBL teaching method can improve efficiency teaching laparoscopic technique for trainee urologists,and help them develop study interests and ability.

    参考文献
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  • 收稿日期:2016-06-06
  • 最后修改日期:2016-07-19
  • 录用日期:2016-08-23
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