内科临床实习中教学法的改进探讨

摘要

目的 改进内科临床实习中的教学法,并与传统的教学方法进行比较.方法 收集我院2008年5月～2010年10月52 名新进本院内科的临床实习医生,将其随机分为一般教学组(26 名)和PBL 教学组(26 名),一般教学组采用传统的教学带教方法,以授课为基础(lecture based learning,LBL);而PBL 教学组采用问题教学法,即PBL 教学法,比较两组的教学成果.结果 与一般教学组比较,PBL 教学组对教学方法的评价更高,差异有统计学意义(P <0.05).实习医生带教质量调查比较中,PBL 教学组总成绩为(86.95±5.06)分,笔试成绩为(47.84±6.75)分,明显高于一般教学组[(80.45±6.29)、(42.37±7.48)分],差异有高度统计学意义(P < 0.01).结论 PBL 教学法提高了整个内科实习带教的质量,极大地提升了实习生的学习兴趣和临床实践能力.%Objective To improve the teaching methods in the clinical practice of internal medicine and compare the improved teaching methods with the traditional teaching methods. Methods 52 new clinical interns of internal medicine in our hospital from May 2008 to October 2010 were randomly divided into the general teaching group (26 cases) and the PBL teaching group (26 cases). The general teaching group used the traditional teaching methods, namely, the lecture based learning (LBL) while PBL teaching group used the problem based learning (PBL). The teaching outcomes of the two groups were compared. Results Compared with the general teaching group, the PBL teaching group had higher evaluation to the teaching methods, with statistically significant difference (P < 0.05). In the teaching quality comparison, the total score was (86.95±5.06) points and the written examination score was (47.84 ±6.75) points for the PBL teaching group, which were remarkably higher than the general teaching group [(80.45 ±6.29), (42.37±7.48) points], with statistically significant differences (P < 0.01). Conclusion The overall teaching quality of internal medical practice has been improved, and the interns' interest in learning and their clinical practice ability were greatly enhanced.