[1]李培育,金玉玲.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[J].医学信息,2018,31(11):38-39.[doi:10.3969/j.issn.1006-1959.2018.11.012]
　LI Pei-yu,JIN Yu-ling.Application Value Analysis of Combined Use of PBL and LBL in Clinical Discipline Teaching of Neurology[J].Journal of Medical Information,2018,31(11):38-39.[doi:10.3969/j.issn.1006-1959.2018.11.012]
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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()
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医学信息[ISSN:1006-1959/CN:61-1278/R]

卷:
31卷
期数:
2018年11期
页码:
38-39
栏目:
出版日期:
2018-06-01

文章信息/Info

Title:
Application Value Analysis of Combined Use of PBL and LBL in Clinical Discipline Teaching of Neurology
文章编号:
1006-1959（2018）11-0038-02
作者:
李培育; 金玉玲
佳木斯大学附属第一医院神经二科，黑龙江 佳木斯 154002
Author(s):
LI Pei-yu; JIN Yu-ling
Department of Neurology,Subject Two,First Affiliated Hospital of Jiamusi University,Jiamusi 154002,Heilongjiang,China
关键词:
神经内科; PBL教学法; LBL教学模式; 临床规培
Keywords:
Key words：Neurology; PBL teaching method; LBL teaching mode; Clinical discipline teaching
分类号:
G642.4
DOI:
10.3969/j.issn.1006-1959.2018.11.012
文献标志码:
A
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。
Abstract:
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.

参考文献/References:

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更新日期/Last Update: 2018-06-01