PBL教学法在中医针灸教学中应用现状探讨

Discussion on the Application Status of PBL Teaching Method in Traditional Chinese Medicine Acupuncture and Moxibustion Teaching

摘要: 目的：探讨以问题为基础的学习(Problem-based Learning, PBL)教学法在中医针灸教学中的应用效果，为创新中医针灸教学模式提供借鉴。方法：选取新疆医科大学第一附属医院针灸推拿科2022年5月~2024年4月的60名实习医生，根据中医针灸的不同教学方法分为常规组(2022年5月~2023年4月)与PBL组(2023年5月~2024年4月)，每组30名。常规组采用常规教学法，PBL组采用PBL教学法，对比2组实习医生的考核成绩、思维能力、自我评价、课堂教学效果、教学满意度。结果：PBL组理论知识、操作水平的考核成绩(93.17 ± 4.59分、89.45 ± 5.16分)高于常规组(86.93 ± 4.12分、83.43 ± 4.87分)，P < 0.05；PBL组思维能力中批判性、系统、循证的评分(40.66 ± 5.03分、39.51 ± 4.81分、40.23 ± 5.42分)高于常规组(34.82 ± 4.24分、34.77 ± 4.30分、35.08 ± 4.83分)，P < 0.05；PBL组自我评价中自主学习、文献检索、问题分析、沟通交流、团队协作的评分(87.35 ± 5.90分、93.47 ± 4.01分、85.71 ± 5.52分、88.85 ± 6.97分、90.93 ± 5.95分)高于常规组(76.41 ± 5.67分、84.89 ± 4.55分、76.76 ± 5.20分、82.34 ± 6.44分、84.96 ± 5.12分)，P < 0.05；PBL组课堂教学效果中课堂氛围、师生交流、学生互动、课堂积极性、课堂专注力的评分(90.82 ± 4.99分、89.35 ± 6.10分、92.47 ± 5.11分、86.93 ± 6.09分、90.15 ± 6.14分)高于常规组(83.80 ± 4.38分、74.41 ± 5.52分、76.89 ± 4.55分、78.89 ± 5.15分、82.74 ± 5.56分)，P < 0.05；PBL组的教学满意度(96.67%)高于常规组(80.00%)，P < 0.05。结论：PBL教学法在中医针灸教学中的应用效果较好，可提高实习医生的考核成绩、思维能力、自我评价以及课堂教学效果与教学满意度，值得推行。

Abstract: Objective: To explore the application effect of problem-based learning (PBL) teaching method in acupuncture and moxibustion teaching of traditional Chinese medicine, and to provide reference for the innovation of acupuncture and moxibustion teaching model of traditional Chinese medicine. Methods: 60 interns from the Acupuncture and Moxibustion and Massage Department of the First Affiliated Hospital of Xinjiang Medical University from May 2022 to April 2024 were selected and divided into the conventional group (May 2022 to April 2023) and the PBL group (May 2023 to April 2024) according to different teaching methods of acupuncture and moxibustion in traditional Chinese medicine, with 30 in each group. The conventional group used conventional teaching methods, while the PBL group used PBL teaching methods. The assessment scores, thinking abilities, self-evaluation, classroom teaching effectiveness, and teaching satisfaction of the two groups of interns were compared. Result: The assessment scores of theoretical knowledge and operational level in the PBL group (93.17 ± 4.59 points, 89.45 ± 5.16 points) were higher than those in the conventional group (86.93 ± 4.12 points, 83.43 ± 4.87 points), P < 0.05; the critical, systematic, and evidence-based scores of the PBL group’s thinking ability (40.66 ± 5.03 points, 39.51 ± 4.81 points, 40.23 ± 5.42 points) were higher than those in the conventional group (34.82 ± 4.24 points, 34.77 ± 4.30 points, 35.08 ± 4.83 points), P < 0.05; the scores of self-directed learning, literature retrieval, problem analysis, communication, and teamwork in the PBL group’s self-evaluation (87.35 ± 5.90 points, 93.47 ± 4.01 points, 85.71 ± 5.52 points, 88.85 ± 6.97 points, 90.93 ± 5.95 points) were higher than those in the control group (76.41 ± 5.67 points, 84.89 ± 4.55 points, 76.76 ± 5.20 points, 82.34 ± 6.44 points, 84.96 ± 5.12 points), P < 0.05; the scores of classroom atmosphere, teacher-student communication, student interaction, classroom enthusiasm, and classroom concentration in the classroom teaching effect of the PBL group (90.82 ± 4.99 points, 89.35 ± 6.10 points, 92.47 ± 5.11 points, 86.93 ± 6.09 points, 90.15 ± 6.14 points) were higher than those of the conventional group (83.80 ± 4.38 points, 74.41 ± 5.52 points, 76.89 ± 4.55 points, 78.89 ± 5.15 points, 82.74 ± 5.56 points), P < 0.05; the teaching satisfaction of the PBL group (96.67%) was higher than that of the conventional group (80.00%), P < 0.05. Conclusion: The application of PBL teaching method in the teaching of traditional Chinese medicine acupuncture and moxibustion has a good effect, which can improve the assessment results, thinking ability, self-evaluation, classroom teaching effect and teaching satisfaction of interns, and is worth promoting.