Evaluation of PBL teaching method for improving the quality of laboratory teaching
PBL教学法对检验科带教质量的提升评价

摘要

目的 探讨以问题为基础的学习（PBL）教学法在检验科临床带教中的应用效果，明确其对带教质量的提升作用。方法 选取2020年8月-2022年8月在本院检验科实习的80名医学检验专业学生为研究对象，随机分为常规组（40名，采用传统讲授式教学法）与观察组（40名，采用PBL教学法）。比较两组学生在理论知识掌握、实践操作能力、临床思维能力及教学满意度4项核心指标的差异，评价PBL教学法的应用价值。结果 观察组学生理论知识考核平均分、实践操作考核平均分均高于对照组（P<0.05）；观察组临床思维能力评分中“病例分析准确性”“问题解决时效性”“检验结果解读深度”三项维度得分均高于对照组（P<0.05）；观察组教学满意度高于对照组（P<0.05）。结论 PBL教学法可有效提升检验科带教质量，尤其在培养学生实践操作与临床思维能力方面优势显著，值得在临床带教中推广应用。

Abstract

Objective To explore the application effect of problem-based learning (PBL) teaching method in clinical teaching of laboratory departments, and clarify its role in improving the quality of teaching.
Methods 80 medical laboratory students who interned in the laboratory department of our hospital from August 2020 to August 2022 were selected as the research subjects. They were randomly divided into a control group (40 students, using traditional lecture based teaching method) and an observation group (40 students, using PBL teaching method). Compare the differences between two groups of students in four core indicators: theoretical knowledge mastery, practical operation ability, clinical thinking ability, and teaching satisfaction, and evaluate the application value of PBL teaching method.
Results The average scores of theoretical knowledge assessment and practical operation assessment in the observation group were higher than those in the control group (P<0.05); The scores of the three dimensions of “accuracy of case analysis”, “timeliness of problem solving”, and “depth of interpretation of test results” in the clinical thinking ability score of the observation group were higher than those of the control group (P<0.05); The satisfaction with teaching in the observation group was higher than that in the control group (P<0.05).
Conclusion   PBL teaching method can effectively improve the quality of laboratory teaching, especially in cultivating students’ practical operation and clinical thinking abilities. It has significant advantages and is worth promoting and applying in clinical teaching.