联合运用PBL和LBL教学模式在神经内科临床规培教学中的应用价值分析(1)
摘 要：目的 研究PBL联合LBL教学模式在神经内科临床规培教学中的应用价值。方法 选取2016年9月～2017年2月我院神经内科临床规培学员100名，随机分为对照组和研究组，每组50名。对照组采用PBL教学法，研究组采用PBL联合LBL教学模式，比较两组学员培训结束后的考核成绩和问卷调查结果。结果 研究组实践考试成绩和理论考试成绩均高于对照组，差异有统计学意义(P<0.05)。在提高自学能力、逻辑思维、基础知识的掌握情况、其他动手能力方面，研究组赞成比例高于PBL组，差异有统计学意义(P<0.05)；而在提高学习兴趣、归纳分析方面，两组学员赞成比例差异无统计学意义(P>0.05)。结论 在神经内科临床规培教学中，特别是在具有较长时间的学习实践的规培学员的教学中，联合运用PBL和LBL教学模式，临床价值高，更能培育出优秀的临床医师。
關键词：神经内科；PBL教学法；LBL教学模式；临床规培
中图分类号：G642.4 文献标识码：A DOI：10.3969/j.issn.1006-1959.2018.11.012
, http://www.100md.com
文章编号：1006-1959(2018)11-0038-02
Application Value Analysis of Combined Use of PBL and LBL in Clinical Discipline Teaching of Neurology
LI Pei-yu，JIN Yu-ling
(Department of Neurology，Subject Two，First Affiliated Hospital of Jiamusi University，Jiamusi 154002，Heilongjiang，China)
Abstract：Objective To study the application value of PBL combined with LBL teaching model in clinical discipline teaching of neurology.Methods From September 2016 to February 2017，100 clinical students of neurology department in our hospital were randomly divided into control group and study group with 50 in each group.The control group adopted PBL teaching method，the study group used PBL combined with LBL teaching model to compare the results of examination and questionnaire survey after the training of the two groups.Results The results of practical examination and theoretical test in the study group were higher than those in the control group，the difference was statistically significant(P<0.05).In terms of improving the ability of self-study，logical thinking，basic knowledge and other practical abilities，the proportion of support in the study group was higher than that in the PBL group，and the difference was statistically significant(P<0.05).However，there is no statistically significant difference between the two groups in terms of increasing interest in learning and inducing analysis(P>0.05).Conclusion In the teaching of clinical discipline training in neurology，especially in the teaching of discipline training for students with a long learning time，the combination of PBL and LBL teaching model has high clinical value and can cultivate excellent clinicians.
, 百拇医药
Key words：Neurology；PBL teaching method；LBL teaching mode；Clinical discipline teaching
由于神经系统解剖学复杂的特点及功能，神经病学与其他内科学上的临床学科贴特征有着非常显著的不同，专业性极强，也是众多医学生所认为的最难的一门学科。因此，如何提高医学生对神经医学临床专业的知识的掌握是一直探索的方向[1]。以教师及课堂教学(lecture-based learning，LBL)的模式进行对学生进行教学，该教学模式会忽略了学生主观能动性的发挥，理论与实践相脱节，且由于医学内容的复杂与庞大，导致教学结果一直不理想。基于问题的学习方法(problem-based learning，PBL)是以问题作为基础，以病例作为导向，学生作为主体，教师进行指导，是目前国内比较流行的教学方法，也在神经病学的教学过程中得到了一定的应用[2]。由于学生在获得知识的时候随机性比较较大，并且缺乏一定的系统性，并且该模式消耗的时间比较多。本研究选取2016年9月～2017年2月共100名神经内科临床规培学员，联合运用PBL和LBL教学模式在神经内科临床规培教学中的应用价值，现报道如下。, http://www.100md.com(李培育 金玉玲)
關键词：神经内科；PBL教学法；LBL教学模式；临床规培
中图分类号：G642.4 文献标识码：A DOI：10.3969/j.issn.1006-1959.2018.11.012
, http://www.100md.com
文章编号：1006-1959(2018)11-0038-02
Application Value Analysis of Combined Use of PBL and LBL in Clinical Discipline Teaching of Neurology
LI Pei-yu，JIN Yu-ling
(Department of Neurology，Subject Two，First Affiliated Hospital of Jiamusi University，Jiamusi 154002，Heilongjiang，China)
Abstract：Objective To study the application value of PBL combined with LBL teaching model in clinical discipline teaching of neurology.Methods From September 2016 to February 2017，100 clinical students of neurology department in our hospital were randomly divided into control group and study group with 50 in each group.The control group adopted PBL teaching method，the study group used PBL combined with LBL teaching model to compare the results of examination and questionnaire survey after the training of the two groups.Results The results of practical examination and theoretical test in the study group were higher than those in the control group，the difference was statistically significant(P<0.05).In terms of improving the ability of self-study，logical thinking，basic knowledge and other practical abilities，the proportion of support in the study group was higher than that in the PBL group，and the difference was statistically significant(P<0.05).However，there is no statistically significant difference between the two groups in terms of increasing interest in learning and inducing analysis(P>0.05).Conclusion In the teaching of clinical discipline training in neurology，especially in the teaching of discipline training for students with a long learning time，the combination of PBL and LBL teaching model has high clinical value and can cultivate excellent clinicians.
, 百拇医药
Key words：Neurology；PBL teaching method；LBL teaching mode；Clinical discipline teaching
由于神经系统解剖学复杂的特点及功能，神经病学与其他内科学上的临床学科贴特征有着非常显著的不同，专业性极强，也是众多医学生所认为的最难的一门学科。因此，如何提高医学生对神经医学临床专业的知识的掌握是一直探索的方向[1]。以教师及课堂教学(lecture-based learning，LBL)的模式进行对学生进行教学，该教学模式会忽略了学生主观能动性的发挥，理论与实践相脱节，且由于医学内容的复杂与庞大，导致教学结果一直不理想。基于问题的学习方法(problem-based learning，PBL)是以问题作为基础，以病例作为导向，学生作为主体，教师进行指导，是目前国内比较流行的教学方法，也在神经病学的教学过程中得到了一定的应用[2]。由于学生在获得知识的时候随机性比较较大，并且缺乏一定的系统性，并且该模式消耗的时间比较多。本研究选取2016年9月～2017年2月共100名神经内科临床规培学员，联合运用PBL和LBL教学模式在神经内科临床规培教学中的应用价值，现报道如下。, http://www.100md.com(李培育 金玉玲)