引用本文:毛果,王钦玉,伍大华,周胜强,谢乐,管聘,毛叶.PBL+微信辅助教学在脑病科教学查房中的应用[J].中华医学教育探索杂志,2022,21(12):1716-1720
PBL+微信辅助教学在脑病科教学查房中的应用
Application of PBL combined with WeChat assisted teaching pattern in teaching rounds of encephalopathy department
DOI:10.3760/cma.j.cn116021-20200801-01115
中文关键词:  以问题为基础的学习  微信  教学查房  评价
英文关键词:Problem-based learning  WeChat  Teaching round  Evaluation
基金项目:第二批国家中医临床研究基地建设项目;2018年湖南中医药大学教学改革研究立项项目(2018-JG069)
作者单位E-mail
毛果 1湖南省中医药研究院附属医院国家中医临床研究基地办公室长沙 410006  
王钦玉 2湖南省人民医院神经内科长沙 410005  
伍大华 1湖南省中医药研究院附属医院国家中医临床研究基地办公室长沙 410006  
周胜强 1湖南省中医药研究院附属医院国家中医临床研究基地办公室长沙 410006  
谢乐 1湖南省中医药研究院附属医院国家中医临床研究基地办公室长沙 410006  
管聘 1湖南省中医药研究院附属医院国家中医临床研究基地办公室长沙 410006  
毛叶 1湖南省中医药研究院附属医院国家中医临床研究基地办公室长沙 410006 290470075@qq.com 
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中文摘要:
      目的 探讨以问题为基础的学习(problem-based learning,PBL)与微信相结合的教学在脑病科临床教学查房中的应用效果。方法 选择脑病科2018年本科实习生,观察组(36名)采取PBL+微信相结合教学进行带教。对照组(36名)按照常规带教。轮科结束时,对比两组学生理论和实践技能考试成绩,同时根据问卷调查结果进行评分比较。采用SPSS 19.0统计软件进行数据分析。结果 观察组考试成绩高于对照组(P<0.05);观察组在与带教教师的互动度、提高临床学习兴趣效果、启发学生思考与创新的能力等9个方面的认同度均高于对照组,其差别有统计学意义(P<0.05);两组在提高临床教学查房效率方面的认同度差异无统计学意义(P>0.05)。结论 PBL与微信相结合的查房教学在中医临床教学中有一定的优势,主要表现在临床知识的掌握程度、实习生的沟通能力、实习生的互动合作能力、实习生的创新与思考能力及其学习主动性的提高。
英文摘要:
      Objective To explore the application effect of problem-based learning (PBL) combined with WeChat assisted teaching pattern in teaching rounds of encephalopathy department. Methods Undergraduate interns of Batch 2018 from the encephalopathy department were enrolled in the study. The observation group (n=36) was taught by PBL combined with WeChat teaching mode. The control group (n=36) was taught by the conventional teaching mode. At the end of rotation, the scores of theoretical and practical skills tests of the two groups were compared, and at the same time, the results of the survey were compared according to the questionnaire. SPSS 19.0 was used for statistical analysis of the data. Results The test scores of the observation group were significantly higher than those of the control group (P<0.05). The recognition in nine aspects of the observation group was also significantly higher than that of the control group, such as the interaction with the teaching teachers, the effect of improving clinical learning interest and the ability of inspiring thinking and innovation (P<0.05). There was no significant difference in recognition about improving the efficiency of clinical teaching rounds between two groups (P>0.05). Conclusion PBL combined with WeChat teaching rounds model has certain advantages over traditional rounds in TCM clinical teaching, which are mainly manifested in the mastery of clinical knowledge, the communication ability of interns, the ability of interaction and cooperation, the ability of innovation and thinking, and the improvement of learning initiative.
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