高琳

【摘 要】目的：探究分析在呼吸危重症教学中采取PBL教学和CBL教学的效果。方法：从2019年5月至2021年5月我院呼吸内科收治的实习生中抽选86例作为研究对象，随机分为两组，每组43例，分别采取PBL教学和CBL教学，对比两种教学方法在呼吸危重症教学中的效果。结果：PBL教学组实习生理论知识成绩明显高于CBL教学组，临床操作成绩明显低于CBL教学组（P<0.05）。PBL教学组实习生对教学方法的满意度与CBL教学组无显著差异（P>0.05）。结论：在呼吸危重症教学中，基础理论部分教学PBL教学法效果优于CBL教学法，临床操作部分教学CBL教学法效果优于PBL教学法，因此临床带教老师可以根据不同的教学内容，选择相应的教学方法。

【关键词】PBL教学方法；CBL教学方法；呼吸危重症教学

Application of PBL and CBL teaching methods in respiratory critical illness teaching

Gao Lin

Nanjing Hospital Affiliated to Nanjing Medical University， Nanjing Jiangsu 210000， China

【Abstract】Objective：To explore and analyze the effect of PBL teaching and CBL teaching in the teaching of critical respiratory diseases. Methods：From May 2019 to May 2021， 86 interns in the respiratory department of our hospital were randomly divided into two groups with 43 cases in each group. PBL teaching and CBL teaching were adopted respectively to compare the effects of the two teaching methods in the teaching of respiratory critical diseases.Results：The scores of theoretical knowledge and clinical operation of interns in PBL teaching group were significantly higher than those in CBL teaching group（P<0.05）. There was no significant difference in the satisfaction of interns in PBL teaching group and CBL teaching group（P>0.05）. Conclusion：In the teaching of respiratory critical illness， the effect of PBL teaching method in basic theory teaching is better than CBL teaching method， and the effect of CBL teaching method in clinical operation teaching is better than PBL teaching method. Therefore， clinical teachers can choose corresponding teaching methods according to different teaching contents.

【Key？Words】PBL teaching method； CBL teaching method； Respiratory critical illness teaching

医学专业的学生想要更好的掌握临床技巧，需要重视临床实习，掌握更多临床知识和技能[1]。因此，在呼吸危重症教学中，带教老師将PBL和CBL教学方法引入到呼吸危重症教学中，分析哪一种教学方法适合哪一部分的教学，从而更好的保证呼吸危重症教学效果。本文探讨PBL和CBL教学方法在呼吸危重症教学中的应用，现报道如下。

1.1 一般资料

从2019年5月至2021年5月我院呼吸内科收治的实习生中抽选86例作为主要研究对象，采用随机数字表法分为两组。PBL教学组43例，男性24例，女性19例，年龄21岁～25岁，平均年龄（22.98±0.53）岁。CBL教学组43例，男性23例，女性20例，年龄21.5岁～24.5岁，平均年龄（22.91±0.56）岁。两组基线资料差异无统计学意义（P>0.05）。

1.2 方法

PBL教学组：实习生到医院后，带教老师进行分组，5人～8人为宜，让学生以小组形式，分析病例，提出问题，教师进行指导，最终确定研究问题，实习生查找问题答案，小组讨论，对问题进行解答。……