上海交通大学学报（医学版）

上海交通大学学报（医学版）

• 论著（卫生事业管理） • 上一篇    下一篇

PBL结合临床路径教学模式在血液肿瘤实习教学中的应用

王鸣明, 邹丽芳, 窦红菊, 庄 衍, 程毅敏, 朱 琦   

  1. 上海交通大学医学院附属上海第九人民医院血液内科上海血液研究所， 上海 200011
  • 出版日期:2014-11-28 发布日期:2014-12-02
  • 作者简介:王鸣明（1981—）， 女， 主治医师， 硕士生; 电子信箱: mingming.wang205198@gmail.com。

Application of teaching mode of problem-based learning combined with clinical pathway to practice teaching of hematological malignancies

WANG Ming-ming, ZOU Li-fang, DOU Hong-Ju, ZHUANG Yan, CHEN Yi-min, ZHU Qi   

  1. Department of Hematology, the Ninth People's Hospital, Shanghai Institution of Hematology, Shanghai Jiao Tong University School of Medicine, Shanghai 200011, China
  • Online:2014-11-28 Published:2014-12-02

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摘要：

目的 讨论以问题为基础(PBL)结合临床路径(CP)教学模式在血液肿瘤实习教学中的应用。方法 选取50名血液内科临床实习医师，随机分为传统教学组（n=25）和PBL结合CP教学组（n=25）。传统教学组采用临床教师带教形式，以授课为基础；PBL结合CP教学组则采用问题结合CP教学模式，教学结束后比较两组的教学反馈和教学成果。结果 与传统教学组相比，教师和学生对PBL结合CP教学组教学反馈评价更高，差异有统计学意义（P<0.05）。两组实习医师带教质量调查比较，PBL结合CP教学组在出科理论平均成绩（92.95±4.55 vs 84.45±6.28）、实践技能平均成绩（94.25±4.75 vs 87.45±5.84）和病例分析能力（92.33±5.28 vs 83.65±7.32）三方面均显著优于传统教学组，差异均有统计学意义（P<0.01）。结论 PBL结合CP教学模式在血液肿瘤临床实习教学中具有可行性，可规范疾病诊疗，提高临床实习带教质量，极大提升实习医师的学习兴趣和临床工作实践能力。

关键词: PBL结合临床路径教学法, 传统教学法, 血液肿瘤, 临床实习

Abstract:

Objective To explore the application of teaching mode of problem-based learning (PBL) combined with clinical pathway (CP) to the practice teaching of hematological malignancies. Methods Fifty clinical interns of Department of Hematological Internal Medicine were selected and randomly divided into the traditional teaching group (n=25) and PBL combined with CP teaching group (n=25). The traditional teaching group adopted the traditional teaching methods, namely the lecture based learning (LBL) while the PBL combined with CP teaching group adopted the teaching mode of PBL combined with CP. The teaching feedback and results of two groups were compared. Results The evaluation of teaching feedback of the PBL combined with CP teaching group by teachers and students was higher than that of the traditional teaching group and the difference was statistically significant (P<0.05). Comparison of the teaching quality showed that average scores of academic examination (92.95±4.55 vs 84.45±6.28), clinical practical skill (94.25±4.75 vs 87.45±5.84), and ability of case analysis (92.33±5.28 vs 83.65±7.32) were remarkably higher than those of the traditional teaching group and the differences were statistically significant (P<0.01). Conclusion The teaching mode of PBL combined with CP is feasible for the clinical practice teaching of hematological malignancies. It can normalize the diagnosis and treatment, improve the quality of practice teaching, and greatly enhance the learning interest and clinical practice ability of interns.

Key words: PBL combined with CP teaching mode, traditional teaching methods, hematological malignancies, clinical practice