张燕燕　　周青　　吴军　　杨清华　　刘爱军

[关键词] PBL;教师引导;分组;内分泌系统;教学模式;教学质量

[中图分类号] G642          [文献标识码] B          [文章编号] 1673-9701（2021）16-0161-03

Application of teacher-guided grouping PBL teaching method in endocrine system diseases teaching

ZHANG Yanyan1   ZHOU Qing1   WU Jun2   YANG Qinghua1   LIU Aijun3

1.Department of Endocrinology， Panzhihua Central Hospital in Sichuan Province， Panzhihua   617067， China; 2.Department of Cardiology， Panzhihua Central Hospital in Sichuan Province， Panzhihua   617067， China; 3.Department of Medical Education， Panzhihua Central Hospital in Sichuan Province， Panzhihua   617067， China

[Abstract] Objective To explore the application effect of teacher-guided grouping PBL teaching method in endocrine system diseases teaching. Methods From September to October in 2020， a total of 54 clinical medical students were selected. They were randomly divided into the experimental group （27 students） and the control group （27 students） according to different teaching methods. The experimental group was given teacher-guided grouping PBL teaching， while the control group was given traditional teaching method. Statistical analysis was used to analyze the teaching effect （theoretical examination and practical examination）， teaching effectiveness and teaching satisfaction of the two groups of students. Results The scores of theoretical examination （88.25±2.43） points and operation examination （76.45±2.11） points were both significantly higher in the experimental group than those in the control group（P<0.05）. The teaching effectiveness （46.25±1.23） points and teaching satisfaction （48.43±1.78） points of the students were also significantly better in the experimental group than those in the control group（P<0.05）. Conclusion The teacher-guided grouping PBL teaching method can significantly improve the teaching effect in endocrine system diseases teaching.

[Key word] PBL; Teacher guidance; Grouping; Endocrine system; Teaching mode; Teaching quality

PBL教學模式（Problem-based learning，PBL）是1969年由教授Barrows等首次报道，它是以自我指导学习和小组讨论来组织医学教学活动的教学方法，它通过把临床实践和医学科研中的重点问题在医学课程中重新构建和情景再现，在教师指导下，让学生通过查阅相关文献，并进行小组讨论，然后提出解决问题的方案[1]。

内分泌科临床教学难度大，因为内分泌系统疾病涉及全身多个系统、多个脏器，罕见疑难疾病多，又没有其他学科肉眼可见的病变检查方式，大部分疾病可见的检验报告仅仅是一堆数字，需要从枯燥的数字看出背后隐藏的问题，对医生临床思维能力的要求很高，所以传统以授课为模式的学习在该系统疾病的教学有局限，希望通过PBL教学法提高医学生对内分泌知识的掌握，培养他们的临床思维能力[2-3]。

中国目前医学教育中开展PBL会遇到的一些问题，如符合条件的老师少，而医学生众多;医学生习惯了填鸭式的教学，不喜欢表达自己的观点，提出不同意见;目前的医学教材仍然是“以学科为中心”来编写，但是PBL课程的基础就是要学习“以器官系统为中心”的医学知识才能融会贯通。针对上述问题，本次教学改革尝试以糖尿病为例，在学生主导、教师引导、学生分组的情况下，以全国高等学校器官-系统整合教材为基础开展，试图摸索出适合中国目前医学教育现状的PBL教学模式[4-6]，现报道如下。……