PBL 和LBL教学法在临床七年制骨科实习中的运用效果评价

梁捷予1，梁莉2 ，陈建梅2，杨朝晖2 ，陈慧2 ，王敏3 *

（中南大学湘雅医院：1.骨科；2.教务部；3.内分泌科，湖南 长沙，410008）

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摘要：

目的 评价PBL 和LBL 教学法在临床七年制骨科实习中的运用效果。方法 选取我院骨科2001 级七年制和2004 级七 年制实习生，理论课都采用传统授课式教学法（LBL），实习课2001 级采用LBL，为LBL 组（n=125），2004 级采用基于问题式 教学法（PBL），为PBL 组（n=30）。采用华盛顿医学院教学评价法、客观考试成绩、师生座谈评价两种教学法的效果。结果 通 过PBL 教学，对学生处于主导地位，自学能力提高，分析、解决问题能力提高，人际关系更加协调，计算机应用能力提高，语言表达能力提高等几方面予以了高度的评价；部分学生认为采用PBL 教学学习压力增大，学习内容重点难以掌握。两组客观考试结果比较，差异不显著（P>0.05）。77%的实习生希望采用两种方法结合的教学方式。结论 尽管试验组的实习生比对照组实 习生能获得更多有效的临床整体技能，但是现阶段采用LBL 结合适当的PBL 对提高骨科实习水平更有帮助。

关键词：传统授课式教学法；基于问题式教学法；骨科

中图分类号：G68-4文献标志码：A文章编号：2096-1413(2018)01-0178-03

Application effect assessment of the PBL and LBL on the seven-year clinical medicine internship programme

in the orthopaedics department
LIANG Jie-yu 1, LIANG Li 2, CHEN Jian-mei 2, YANG Zhao-hui 2, CHEN Hui 2, WANG Min 3 *
(1. Orthopedics Department; 2. Academic Department; 3. Endocrinology Department, Xiangya Hospital Central South University, Changsha 410008, China)

ABSTRACT: Objective To evaluate the application effect of the PBL and LBL on the seven-year clinical medicine internship programme in the orthopaedics department. Methods The 2001-grade and 2004-grade students of seven-year program in orthopedics department of our hospital were selected as study objects and the lecture-based learning (LBL) was adopted in all theory courses. The 2001-grade students were given LBL and regarded as the LBL group (125 cases); the 2004-grade students were given problem-based learning (PBL) and regarded as the PBL group (30 cases). The effects of the two teaching methods were evaluated by the methods of teaching evaluation of Washington Medical College, objective test scores and discussion of the teachers and students. Results The PBL group students gave high praise for some aspects, such as students in a dominant position, self-learning ability, analysis and problem-solving skills, interpersonal relationship coordination, computer skills and language abilities, and some students thought that the pressure from study increased and mastering the study emphasis was difficult by PBL. There was no significant difference in the objective test scores between the two groups (P>0.05). 77% of the students preferred the combination of the PBL and LBL. Conclusion Although the students in the PBL group gained more integrated skills than the students in the LBL group in our orthopedic clinical practice, it is more helpful to improve the practice level of orthopedics department by adopting LBL combined with PBL at the present stage.
KEYWORDS: lecture-based learning; problem-based learning; orthopedics department

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