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中华养生保健 ›› 2024, Vol. 42 ›› Issue (19): 1-4.

• 论著 •    下一篇

问题为本学习方法联合期刊研读学习方法在临床医学教学中的应用

周蓉1, 侯立华2, 周扬3,*   

  1. 1.扬州大学建湖临床医学院,江苏 盐城,224700;
    2.新疆察布查尔锡伯自治县人民医院科教科,新疆 伊犁,835399;
    3.江苏医药职业学院医学院,江苏 盐城,224005
  • 出版日期:2024-10-01 发布日期:2024-09-25
  • 通讯作者: *周扬,E-mail：13512205109@163.com。
  • 作者简介:周蓉（1982—）,女,汉族,籍贯：江苏省盐城市,硕士研究生,副研究员,研究方向：科研教学管理方向。
  • 基金资助:
    江苏基层卫生发展与全科医学教育研究中心开放课题（2020B07）

The Application of Problem-Based Learning Method Combined with Periodical Study Learning Method in Clinical Medicine Teaching

ZHOU Rong1, HOU Li-hua2, ZHOU Yang3,*   

  1. 1. Jianhu Clinical School of Yangzhou University, Yancheng Jiangsu, 224700, China;
    2. People's Hospital of Chabuchar Xibe Autonomous County, Ili Xinjiang, 835399, China;
    3. Medical College of Jiangsu Medical Vocational College, Yancheng Jiangsu, 224005, China
  • Online:2024-10-01 Published:2024-09-25

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摘要： 目的 评估将问题为本学习方法（Problem-Based Learning,PBL）与期刊研读学习方法（Journal-Based Learning,JBL）结合应用于临床医学教学中的效果。方法 研究对象为扬州大学建湖临床医学院2021—2022学年度秋季学期的50名临床医学五年制本科生,通过随机数表法分为PBL与JBL联合教学组（联合组）和常规教学组（对照组）。课程结束后,分别对两组学生进行评估,考核内容包括临床实践思维能力、文献阅读解析能力以及学生满意度问卷调查。结果 评估结果显示,联合组学生在临床实践思维能力和文献阅读解析能力方面的得分显著高于对照组,差异有统计学意义（P<0.05）。此外,联合组学生的满意度评分及总体满意率均显著优于对照组,差异有统计学意义（P<0.05）。结论 结合使用问题为本学习方法与期刊研读学习方法在临床医学教学中能够显著提升学生的临床实践能力和科研探究能力。这种以学生为主体的教学方式,更容易被学生接受和认可,具有较高的教学效果和满意度。

关键词: 问题为本学习方法, 期刊研读学习方法, 临床医学教学

Abstract: Objective To assess the effectiveness of integrating Problem-Based Learning (PBL) and Journal-Based Learning (JBL) in clinical medical education. Methods The study included 50 five-year clinical medicine undergraduates from Jianhu Clinical School of Yangzhou University during the autumn semester of the 2021-2022 academic year. Participants were randomly assigned to either a PBL and JBL combined teaching group (combined group) or a conventional teaching group (control group). Both groups were evaluated at the end of the course on clinical practice thinking ability, literature reading and analysis skills, and student satisfaction through questionnaires. Results The combined group scored significantly higher than the control group in clinical practice thinking ability and literature reading and analysis skills(P<0.05). Furthermore, the combined group reported higher satisfaction scores and an overall higher satisfaction rate compared to the control group(P<0.05). Conclusion The integration of PBL and JBL in clinical medical education significantly enhances students' clinical practice abilities and research exploration skills. This student-centered teaching approach is more readily accepted and recognized by students, demonstrating high effectiveness and satisfaction.

Key words: PBL, JBL, clinical medicine teaching

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