| 郭飞,陈志祥,居来提·艾尼瓦尔,等.以问题为导向的教学法结合情景模拟剧在急诊医学教学中的应用效果[J].安徽医药,2019,23(4):843-845. |
| 以问题为导向的教学法结合情景模拟剧在急诊医学教学中的应用效果 |
| The application effect of PBL combined with scenario simulation play in the teaching of emergency medicine |
| 投稿时间：2017-12-24 |
| DOI： |
| 中文关键词: 基于问题的学习 病人模拟 急诊处理 情景模拟剧 |
| 英文关键词: Problem-based learning Patient simulation Emergency treatment The situational simulation play |
| 基金项目:新疆医科大学人文社科基金资助项目(2017XFYG80) ◇医药教育◇以问题为导向的教学法结合情景模拟剧在急诊医学教学中的应用效果郭飞,陈志祥,居来提·艾尼瓦尔,吴天山,肖开提·伊布拉音 (新疆医科大学第一附属医院急救·创伤中心、急诊外科,新疆维吾尔自治区 乌鲁木齐 830054) |
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| 中文摘要: |
| 目的 探索以问题为导向的教学法(problem based learning,PBL)结合情景模拟剧在急诊医学教学中的应用效果。方法选择急诊科常见急腹症教学内容进行改革；将新疆医科大学本科四年级临床医学专业学生按简单随机法分成两组,一组为PBL结合情景模拟剧教学组(206人),另一组为单纯PBL教学组(94人)。将准备好的病例提前发给两组成员,PBL结合情景模拟剧教学组要求其完成资料查阅、小组讨论、PPT制作、诊疗情景模拟视频拍摄等任务；课堂上每个小组展示PPT和视频,以及进行组间的提问对抗；下课前教师及时给予评价总结,发放与回收课程效果调查问卷,并结合考试测评的方法评估其应用效果。单纯PBL教学组除不要求诊疗情景模拟视频拍摄外,其他要求同上一组。结果 学生成绩显示,PBL结合情景模拟剧教学组基础知识平均得分(33.90±7.04)分,病例分析得分(40.62±6.88)分,总成绩(74.52±13.19)分；单纯PBL教学组基础知识得分(34.10±7.71)分,病例分析得分(36.64±6.27)分,总成绩(70.63±12.72)分。经分析PBL结合情景模拟剧教学组病例分析得分明显高于单纯PBL教学组,差异有统计学意义(t=4.778,P＜0.001)。结论 PBL结合情景模拟剧教学方法和手段的综合应用,可有效提高学生的学习积极性和主动性,培养其面对突发急诊事件的临床思维及相关应对措施,提高学生的综合素质与处理问题的能力,并有助于提高急诊医学教学质量。 |
| 英文摘要: |
| Objective To explore the application effect of the problem-based learning (PBL) combined with the scenario simulation play in the teaching of emergency medicine.Methods The teaching contents of common acute abdomen in emergency department were reformed.The fourth-grade clinical medicine students were randomly assigned into two groups:PBL combined with scenario simulation teaching group (n=206) and pure PBL teaching group (n=94).The prepared cases were handed out in advance to the members of the two groups.PBL combined with scenario simulation teaching group completed data access,group discussion,PPT preparation,video recording of scenario simulation play before class;in class each group presented PPT and video,and additionally intergroup Q&A confrontation was carried out among groups.Before the end of class timely evaluation summary was made by the teacher,together with course effectiveness questionnaire,and evaluation of the teaching reform outcome with the method of examination and assessment.The pure PBL teaching group completed all the same tasks except for video recording of scenario simulation play.Results The average score of basic knowledge,the score of case study and the total score of students in PBL combined with scenario simulation teaching group were (33.90±7.04) points,(40.62±6.88) points and (74.52±13.19) points,respectively.The average score of basic knowledge,the score of case study and the total score of students in pure PBL teaching group were (34.10±7.71) points,(36.64±6.27) points,and (70.63±12.72) points,respectively.The students' scores of PBL combined with scenario simulation play teaching group were significantly higher than those of pure PBL teaching group,and the differences were statistically significant (t=4.778,P＜0.001).Conclusion The comprehensive application of PBL combined with scenario simulation play teaching approaches can effectively improve the students' enthusiasm and initiative to learn,cultivate their clinical thinking and emergency response capacities in the face of emergencies,improve their comprehensive quality and ability to deal with problems,and help to improve the quality of teaching of emergency medicine. |
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