基础与临床相结合的系列PBL教学模式在甲亢教学中的应用

Application of a Series of PBL Teaching Mode Combining Basic and Clinical Practice in Hyperthyroidism Teaching

摘要: 目的：探索基础与临床相结合的系列PBL教学模式在甲亢教学中应用。方法：融合多学科甲亢相关知识，形成3个经典的系列教学案例，按照随机数字表法将16名规培研究生平均分为两组进行甲亢的系列PBL教学，教学前后进行理论考核、学习能力量表(学生自评)和综合能力量表评价表(教师评价)，比较教学前后规培医师临床综合学习能力的变化，并对本次教学的课程和病例进行满意度调查。结果：(1) 教学前后，规培医师的理论成绩、自主学习能力和解决临床问题能力均明显提高(P < 0.05)；(2) 规培医师临床思维能力和分享所学能力亦有所提高(P < 0.05)。(3) 有62.5%的规培医师对本次课程表示非常满意，43.75%的规培医师对案例表示非常满意，但有一名规培医师对本次PBL课程及案例均不满意。结论：基础与临床相结合的系列PBL教学方法教学目的明确，各阶段能力培养重点突出，可有效提高规培医师的主动学习能力，值得在内分泌科规培中进一步推广和应用。

Abstract: Objective: To explore the application of a series of PBL teaching mode combining basic and clinical teaching in hyperthyroidism teaching. Method: Three classic series of teaching cases were formed by integrating multi-disciplinary knowledge about hyperthyroidism. Sixteen graduate students were equally divided into two groups according to the random number table method to carry out a series of PBL teaching of hyperthyroidism. Before and after teaching, theoretical assessment, learning ability scale (self-evaluation of students) and comprehensive ability scale evaluation form (evaluation of teachers) were carried out. The changes of clinical comprehensive learning ability of doctors before and after teaching were compared, and the satisfaction of courses and cases in this teaching was investigated. Results: (1) Before and after the teaching, the theoretical achievement, autonomous learning ability and clinical problem-solving ability of regular training doctors were significantly improved (P < 0.05); (2) The clinical thinking ability and the ability to share what they have learned have also improved (P < 0.05). (3) 62.5% of the doctors are very satisfied with this course and 43.75% are very satisfied with the case, but one doctor is not satisfied with this PBL course and the case. Conclusion: The series of PBL teaching methods, which combine basic and clin-ical teaching, have a clear teaching purpose, and the key points of ability training in each stage are prominent, which can effectively improve the active learning ability of the regular training physicians. It is worthy of further popularization and application in the regular training of endocrinology department.