论文部分内容阅读
目的 比较传统方法和以问题为导向（PBL）的教学方法在5年制本科诊断学心电图教学中的作用。方法 将我校2013级临床5年制本科专业学生120人平均分为常规教学组和PBL教学组，每组各60人（n=60）。以心电图理论考试成绩和问卷调查的形式评估两种教学法的效果。结果 与常规教学组相比，PBL教学组心电图考试成绩显著高于常规教学组(P<0.01)，差异有统计学意义；教学法满意度、对心电图学习的兴趣、对心电图知识的理解程度3个项目的满意率，PBL教学组均显著高于常规教学组（均P<0.05)。结论 PBL教学法更能提高5年制本科诊断学心电图教学效果。
Objective To compare the effects of traditional methods and problem-oriented (PBL) teaching methods in 5-year undergraduate diagnostic electrocardiogram teaching. Methods One hundred and twenty-five clinical undergraduates of 2013 clinical grade were divided into two groups: normal teaching group and PBL teaching group, 60 in each group (n = 60). Evaluate the effectiveness of the two pedagogical methods in the form of ECG test scores and questionnaires. Results Compared with the normal teaching group, the score of ECG examination in PBL teaching group was significantly higher than that of the normal teaching group (P <0.01), and the difference was statistically significant. The teaching method satisfaction, the interest in electrocardiogram learning, and the understanding of ECG knowledge 3 The satisfaction rate of each item was significantly higher in the PBL teaching group than in the normal teaching group (P <0.05, respectively). Conclusion PBL pedagogy can improve the effectiveness of 5-year undergraduate diagnostic electrocardiogram teaching.