杨立强　倪家骧▲　宗银东　曹国庆　赖光辉　郭玉娜.首都医科大学宣武医院疼痛科，北京　00053；.华北石油管理局总医院麻醉科，河北任丘　06550

PBL教学法在老年医学教学中的应用

杨立强1倪家骧1▲宗银东2曹国庆1赖光辉1郭玉娜1
1.首都医科大学宣武医院疼痛科，北京100053；2.华北石油管理局总医院麻醉科，河北任丘062550

目的 探讨以问题为基础的教学法（PBL）在老年医学教学中的应用效果。方法选择2013年2月～2015年2月到首都医科大学宣武医院老年医学相关科室进修的医师60名作为研究对象，随机分为两组，试验组采用PBL教学法，对照组采用传统的LBL教学法，以结业时的成绩为主要评价指标，以进修医生对教学法的满意度及自我评估为次要评价指标评价教学效果。结果 试验组成绩明显优于对照组，差异有统计学意义（P＜0.05）；试验组满意度明显高于对照组（P＜0.05）。两组间自我评价结果比较，试验组在发现问题能力、资料检索能力、团队协作能力方面显著提升的比例明显高于对照组（P＜0.05），在沟通表达能力、分析及解决问题能力方面两组差异无统计学意义（P＞0.05）。结论PBL教学法较LBL教学法更利于提高成绩，易于被进修医生所接受，值得在老年医学临床教学中推广。

以问题为基础的教学法；老年医学；应用

［Abstract］Objective To explore the effect of problem based learning（PBL）method applied in teaching geriatric medicine.Methods 60 advanced training physicians studied in Department of Geriatric Medicine，Xuanwu Hospital，Capital Medical University from February 2013 to February 2015 were included.They were randomly divided into two groups，each group had 30 subjects.Physicians in the experimental group were received PBL teaching method，while physicians in the control group were received traditional learn-based learning（LBL）teaching method.The final exam scores were used as the main observation parameter，the degree of satisfaction and self-assessment were also recorded as the secondary parameters for teaching efficiency evaluation.Results Scores of physicians in the experimental group were remarkable higher than that in the control group（P＜0.05）.The degree of satisfaction in the experimental group was higher than that in the control group（P＜0.05）.Physicians in the experimental group got much more improvement in aspects of abilities of discovering problems，data retrieval and team working than those in the control group（P＜0.05）.However，in aspects of communication skills and problem solving，the two groups had no statistical differences（P＞0.05）.Conclusion Compared with LBL method，the PBL method is more acceptable and more efficiency in improving advanced training physicians′examination results，which is recommended in geriatric medicine teaching.

［Key words］PBL teaching method；Geriatric medicine；Application

早在20世纪初，美国医学界及教育界发现，随着医学和医学相关知识不断发展，医学生负担大大加重，很容易在死记硬背中忽视实践能力和独立思考能力的培养，导致医学教育中偏向和危机逐渐显现。20世纪60年代，加拿大麦克玛斯特大学为了把基础科学和临床问题合并，并在教学中给学生提供提问和参与讨论的机会，在医学生中开设了能灵活反映卫生保健需求变化所涉及问题的课程。……