《中国康复理论与实践》

《中国康复理论与实践》 ›› 2014, Vol. 20 ›› Issue (11): 1094-1097.

• 康复教育 • 上一篇    下一篇

结合循证的PBL法在脊髓损伤康复专业研究生临床教学中的应用

李想，洪毅，张军卫，唐和虎   

  1. 1.首都医科大学康复医学院，北京市100068；2.中国康复研究中心北京博爱医院脊柱外科，北京市100068。
  • 收稿日期:1900-01-01 修回日期:1900-01-01 出版日期:2014-11-25 发布日期:2014-11-25

Application of Problem-based Learning Combined with Evidence-based Medicine in Clinical Teaching for Postgraduates of Spinal Cord Injury Rehabilitation

LI Xiang, HONG Yi, ZHANG Jun-wei, TANG He-hu   

  1. Capital Medical University School of Rehabilitation Medicine, Department of Spine and Spinal Cord Surgery, Beijing Bo'ai Hospital, China Rehabilitation Research Centre, Beijing 100068,China
  • Received:1900-01-01 Revised:1900-01-01 Published:2014-11-25 Online:2014-11-25

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被引次数

14

摘要： 目的探讨结合循证的PBL法(problem-based learning)在康复教学活动中的应用效果。方法2010 年4 月~2012 年3 月在中国康复研究中心北京博爱医院脊柱脊髓外科轮转的脊髓损伤康复专业方向研究生作为对照组(n=12)，采用传统方法进行教学。2012 年4 月~2014 年3 月轮转的研究生在传统教学方法的基础上增加结合循证的PBL法，作为实验组(n=12)。临床学习时间均为3 个月。结束后对所有学生进行理论考核、临床病例分析能力考核，并填写调查问卷，比较两组之间的教学效果。结果两组间在基础理论成绩和临床病例分析成绩方面无显著性差异(P>0.05)，但实验组在研究进展知识方面的成绩明显高于对照组(P<0.01)。调查问卷结果显示，实验组在文献检索能力、英语水平、自学能力、分析归纳能力方面的提高明显高于对照组(P<0.01)，而在临床思维能力的提高方面两组间无显著性差异(P>0.05)。两组间对于带教方法以及带教老师的满意度无显著性差异(P>0.05)。结论对于脊髓损伤康复专业研究生来说，在引入结合循证的PBL法，可取得比传统教学法更好的教学效果。

关键词: 脊髓损伤, 康复, 以问题为基础的学习, 循证医学, 研究生

Abstract: Objective To investigate the effect of problem- based learning (PBL) combined with evidence- based medicine (EBM) on clinical teaching for postgraduates of spinal cord injury rehabilitation. Methods Postgraduates who studied in our ward between April 2010 to March 2012 were enrolled as control group (n=12) and received traditional teaching. Postgraduates who studied in our ward between April 2012 to March 2014 were enrolled as test group (n=12) and received PBL combined EBM in addition. Their achievement of academic and practical (case analysis) tests were compared, and they were investigated with questionnaire of satisfaction. Results There was no significant difference between the groups in achievement of academic and practical (case analysis) tests (P>0.05). The score of progressive knowledge was significantly higher in the test group than in the control group (P<0.01). The results of questionnaire showed that the level of literature retrieval, English, self-learning and analyzing-summarizing improved more in the test group than in the control group (P<0.05). There was no significant difference between the groups in terms of improvement of clinical thinking, nor of the satisfaction about teacher and teaching method (P>0.05). Conclusion PBL combined with EBM can improve the teaching for postgraduates majored in spinal cord injury rehabilitation.

Key words: spinal cord injury, rehabilitation, problem-based learning, evidence-based medicine, postgraduates