张欣　李少闻　谢秀英　龚伟

摘 要 为探讨妇产科八年制教学方法，提高八年制学生的教学质量，探寻一种新的教学方法，以提升八年制学生的学习能力。本研究选取西安交通大学第二附属医院妇产科八年制2个班学生共41人，分为教改组和对照组，教改组采用PBL教学法进行妇产科大课教学，对照组采用传统方法教学，对两组学生的考试成绩及教育环境测量问卷结果进行统计分析。研究结果表明，教改组考核成绩优于对照组，差异有统计学意义（P <0.05）。教学效果评价中，教改组的学习评价、学术评价、对教师评价、环境评价、社交评价以及教育环境综合评价均明显优于对照组（P<0.05 ）。本研究认为在妇产科理论教学中应用PBL教学法，八年制学生教学效果良好，值得推广。

关键词 LBL教学法 PBL教学法 妇产科 八年制

中图分类号：G424 文献标识码：A DOI：10.16400/j.cnki.kjdkx.2018.04.055

Application of PBL Teaching Method in eight-year

Teaching of Gynecology and Obstetrics

ZHANG Xin， LI Shaowen， XIE Xiuying， GONG Wei

（The Second Affiliated Hospital of Xi'an Jiaotong University， Xi'an， Shaanxi 710004）

Abstract In order to explore the teaching method of eight-year system of Obstetrics and Gynecology， improve the teaching quality of eight-year students； explore a new teaching method， in order to improve the learning ability of eight year students. In this study， 41 students in the eight year system of Obstetrics and Gynecology of the Second Affiliated Hospital of Xi'an Jiao Tong University were selected， which were divided into the teaching reform group and the control group. The teaching reform group adopted the PBL teaching method to teach the major courses of the obstetrics and Gynecology， the control group adopted the traditional method teaching， and the results of the examination results and the educational environment survey questionnaire of the two groups of students were statistically analyzed. The results showed that the scores of teaching reform group were better than those of the control group， the difference was statistically significant （P <0.05）. In the evaluation of teaching effect， the learning evaluation， academic evaluation， teacher evaluation， environmental evaluation， social evaluation and comprehensive evaluation of educational environment were obviously superior to the control group （P<0.05）. This study holds that the application of PBL teaching method in the theoretical teaching of Obstetrics and gynecology is good for eight year students， and it is worth promoting.

Keywords LBL teaching method； PBL teaching method； Gynecology and Obstetrics； eight-year

在我國医学教育中，八年制的教育模式是医改的重要方向之一。八年制教育总体培养目标定位于“八年一贯，本博融通”，强调医学基础、医学素质和医学潜能”的培养方向。虽然传统五年制的培养模式为我国培养了大量的医学人才，但其缺点也很突出；现在推出的八年制培养，目标更高，但如何才能避免流于形式，突破传统的教学模式是我们的最终教改目标。我们在学习和吸收台湾阳明大学PBL（Problem-Based Learning，PBL）教学法的基础上，将PBL教学方法引用于医学八年制教学，希望能提升八年制的教学质量，并总结出经验教训，为我校医学八年制教育的健康发展做出有益的探索。

1 资料与方法

1.1 研究对象

选取西安交通大学第二附属医院2014～2016年在妇产科见习阶段的八年制学生2个班共41人作为研究对象，平均年龄为（ 21.35？.05）岁。一班（21人）作为对照组，采用传统的LBL教学（Lecture-Based Learning，LBL）；另一班（20 人）作为教改组，采用PBL教学方式。……