泌尿外科学教学中应用以问题为基础学习教学模式的效果评价

目的 比较以问题为基础学习(PBL)教学模式与传统教学模式在泌尿外科学理论和临床实践教学中的应用效果，以探索一种更能激发学习兴趣、培养综合技能和高效率的教学模式。方法抽样设立具有可比性的PBL教学模式实验组(n=20)和传统教学模式对照组(n=20)，两组学生分别在上海市第十人民医院进行理论学习和临床实习，然后采用教师盲法对两组学生进行理论考试、实践考试和综合评定，同时对实验组学生进行PBL教学模式自测问卷调查，两组测评数据进行统计学比较。结果两组学生的理论考试成绩差异无统计学意义(P＞0.05)，实验组学生实践考试成绩明显高于对照组学生(P＜0.05)。实验组中，75％的学生认为PBL教学模式比传统教学模式更能够激发学习兴趣，有助于提高学习效率。结论 以问题为基础学习教学模式不影响学生系统掌握基础理论知识，且有利于培养学生自学能力、提高学生临床操作技能和临床思维能力。

Evaluation on effectiveness of problem-based learning model in learning and clinical practice of urology

ObjectiveTo compare the effectiveness of problem-based learning (PBL) and traditional teaching model on learning and clinical practice of urology, and to explore an optimal learning method with higher learning interest, quality and efficiency. Methods Students were selected by sampling in PBL model group (n =20) and traditional teaching model group (n =20), and two groups of students learned theoretical knowledge of urology and underwent the clinical practice in our hospital. At the end of the study, each student received theoretical knowledge examination and clinical practice examination, and meanwhile, teachers evaluated the performance of each student in the whole learning process, and each student in the PBL group make a PBL self-test questionnaire. All results were analyzed and compared. Results There was no significant difference in results of theoretical knowledge between two groups ( P＞0.05), but the results in the PBL group was significantly higher than traditional teaching model group (P＜0.05). The results of self-test PBL questionnaire in the PBL group revealed that 75 ％ students recognized that PBL could more effectively irritate learning interest than traditional teaching model, and better improve the quality and efficiency of learning. Conclusions Problem-based teaching does not affect the acquisition of basic theoretical knowledge, but is conducive to develop self-learning ability, improve clinical skills and thinking ability.