PBL教学方式对普外科实习生评判性思维的影响

王滔; 邱岚茜; 王连敏; 苏琨; 胡晟; 吴涛

doi:10.12259/j.issn.2095-610X.S20220314

PBL教学方式对普外科实习生评判性思维的影响

doi: 10.12259/j.issn.2095-610X.S20220314

王滔¹,
邱岚茜²,
王连敏¹,
苏琨¹,
胡晟³,
吴涛^1, ,

1.
昆明医科大学第二附属医院肝胆胰外科四病区，云南昆明　650101
2.
昆明医科大学第三附属医院微创介入科，云南昆明　650118
3.
昆明医科大学第二附属医院肝胆胰外科二病区，云南昆明　650101

基金项目: 遗传资源与进化国家重点实验室开放课题（GREKF21-11）；云南省教育厅科学研究基金项目（2022Y209）；昆明医科大学教研教改课题（2020JY-Y-113）

详细信息

作者简介:
王滔（1983～），男，云南临沧人，医学博士，讲师，主要从事肝胆胰外科疾病的临床与基础研究工作

通讯作者:
吴涛，E-mail： kmwt@163.com

中图分类号: G424.1
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- 被引次数: 0
出版历程
- 收稿日期: 2022-01-08
- 刊出日期: 2022-03-25

Influence of PBL Teaching Method on Critical Thinking of General Surgery Interns

Tao WANG¹,
Lanxi QIU²,
Lianmin WANG¹,
Kun SU¹,
Sheng HU³,
Tao WU^{1
, ,}

1.
The Fourth Department of Hepatobiliary and Pancreatic Surgery，The 2nd Affiliated Hospital of Kunming Medical University，Kunming Yunnan 650101
2.
Dept. of Minimally-Invasive Interventional Therapy，Third Affiliated Hospital of Kunming Medical University，Yunnan Provincial Tumor Hospital Kunming Yunnan 650118
3.
The Second Department of Hepatobiliary and Pancreatic Surgery，The 2nd Affiliated Hospital of Kunming Medical University，Kunming Yunnan 650101，China

摘要

摘要: 目的评价基于PBL教学法对临床医学专业外科实习生评判性思维能力的影响，以提高临床专业本科生评判性思维能力。方法将2020年3月至12月参加肝胆胰外科四病区实习的大四临床医学专业本科实习生190名纳入本研究，随机法分成对照组和实验祖，实验组接纳PBL讲习方式，对照组则接纳传统讲习方式。利用评判性思维能力问卷评价2组实习生干预前后评判性思维能力的变化。结果干预后实验组评判性思维得分总分高于对照组（P < 0.001），实验组在分析能力、评判性思维自信心、求知欲和认知成熟度4个维度均优于对照组（ P < 0.05）；干预后实验组外科操作成绩为（91.04±3.51）分，高于对照组（85.72±3.94）分（ P < 0.05）；干预后实验组学生对课程满意度的各项量化指标均高于对照组（ P < 0.05）。结论 PBL教学方式可显著提高临床专业普外科实习生评判性思维能力。
- PBL教学法 /
- 外科实习生 /
- 评判性思维
Abstract: Objective To evaluate the effect of PBL teaching method on the critical thinking ability of surgical interns majoring in clinical medicine, so as to improve the critical thinking ability of undergraduates majoring in clinical medicine. Methods A total of 190 clinical medicine undergraduate interns who participated in the laboratory practice from March to December 2020 were included in this study. They were randomly divided into control group and experiment pilot. The experimental group received PBL teaching mode, while the control group received traditional teaching mode. Critical thinking ability questionnaire was used to evaluate the change of critical thinking ability before and after intervention. Results After intervention, the total score of critical thinking in the experimental group was higher than that in the control group （P < 0.001）, and the experimental group was better than the control group in the four dimensions of analytical ability, critical thinking confidence, curiosity and cognitive maturity （ P < 0.05）. After intervention, the surgical operation score of experimental group （91.04±3.51） was significantly higher than that of control group （85.72±3.94）（ P < 0.05）. After intervention, the quantitative indexes of course satisfaction of the experimental group were significantly higher than that of the control group （ P < 0.05）. Conclusion PBL teaching method can significantly improve the critical thinking ability of clinical general surgery interns
- PBL teaching method /
- Surgical intern /
- Critical thinking

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表 1 2组普外科实习生评判性思维能力总分和各维度分数评价[（ $ \bar x \pm s $），分]

Table 1. Evaluation of total score of critical thinking ability and each dimension score of 2 groups of general surgery interns [（ $ \bar x \pm s $），score]

指标	对照组	实验组	t	P
n	95	95
寻找真相
干预前	28.96 ± 6.56	28.08 ± 5.49	0.514	0.609
干预后	36.08 ± 4.63	38.36 ± 6.65	−1.407	0.166
t	−4.434	−5.959
P	< 0.001^*	< 0.001^*
开放思想
干预前	30.84 ± 3.39	30.24 ± 3.90	0.581	0.564
干预后	37.02 ± 3.50	38.76 ± 3.46	−1.586	0.199
t	−6.529	−8.179
P	< 0.001^*	< 0.001^*
分析能力
干预前	28.68 ± 6.47	27.76 ± 5.57	0.539	0.592
干预后	36.12 ± 3.47	38.64 ± 4.11	−2.342	0.023^*
t	−5.070	−7.858
P	< 0.001^*	< 0.001^*
系统化能力
干预前	29.16 ± 5.54	26.36 ± 7.02	1.565	0.124
干预后	35.76 ± 3.13	35.12 ± 3.97	−1.334	0.101
t	−5.191	−6.283
P	< 0.001^*	< 0.001^*
评判性思维自信心
干预前	28.96 ± 8.23	28.04 ± 7.57	0.411	0.683
干预后	33.72 ± 5.42	37.20 ± 6.16	−2.120	0.039^*
t	−2.414	−4.690
P	0.02^*	< 0.001^*
求知欲
干预前	26.26 ± 8.05	22.84 ± 6.56	0.566	0.166
干预后	33.60 ± 5.22	39.52 ± 5.53	−3.892	< 0.001^*
t	−3.086	−9.724
P	< 0.001^*	< 0.001^*
认知成熟度
干预前	28.14 ± 6.22	27.84 ± 7.35	−0.104	0.918
干预后	34.20 ± 5.43	38.44 ± 5.09	−2.848	0.006^*
t	−4.071	−5.926
P	< 0.001^*	< 0.001^*
总分
干预前	201.00 ± 31.33	191.16 ± 26.85	1.071	0.289
干预后	246.68 ± 13.80	266.04 ± 22.32	−4.260	< 0.001^*
t	−6.818	−11.152
P	< 0.001^*	< 0.001^*
^*P < 0.05。

下载: 导出CSV

表 2 干预后两组实习生外科操作考核成绩比较（ $ \bar x \pm s $，分）

Table 2. Comparison of surgical operation assessment results between the two groups of interns after intervention （ $ \bar x \pm s $，score）

组别	n	操作成绩	t	P
对照组	95	86.72 ± 4.94	−5.042	< 0.001^*
实验组	95	91.04 ± 3.51	−5.042	< 0.001^*
^*P < 0.05。

下载: 导出CSV

表 3 干预后2组实习生满意度调查情况[n = 95，n（%）]

Table 3. Satisfaction survey of interns in the two groups after intervention [n = 95，n（%）]

组别	激发学生学习兴趣	培养自学能力	促进对理论知识的掌握	提高语言表达和沟通能力	提高临床思维能力
对照组	41（43）	43（45）	47（49）	38（40）	34（36）
实验组	58（61）	62（65）	70（73）	58（61）	63（66）
χ²	6.095	7.685	11.768	8.422	17.713
P	0.014^*	0.006^*	0.001^*	0.004^*	< 0.001^*
^*P < 0.05。

下载: 导出CSV

参考文献(13)

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指标	对照组	实验组	t	P
n	95	95
寻找真相
干预前	28.96 ± 6.56	28.08 ± 5.49	0.514	0.609
干预后	36.08 ± 4.63	38.36 ± 6.65	−1.407	0.166
t	−4.434	−5.959
P	< 0.001^*	< 0.001^*
开放思想
干预前	30.84 ± 3.39	30.24 ± 3.90	0.581	0.564
干预后	37.02 ± 3.50	38.76 ± 3.46	−1.586	0.199
t	−6.529	−8.179
P	< 0.001^*	< 0.001^*
分析能力
干预前	28.68 ± 6.47	27.76 ± 5.57	0.539	0.592
干预后	36.12 ± 3.47	38.64 ± 4.11	−2.342	0.023^*
t	−5.070	−7.858
P	< 0.001^*	< 0.001^*
系统化能力
干预前	29.16 ± 5.54	26.36 ± 7.02	1.565	0.124
干预后	35.76 ± 3.13	35.12 ± 3.97	−1.334	0.101
t	−5.191	−6.283
P	< 0.001^*	< 0.001^*
评判性思维自信心
干预前	28.96 ± 8.23	28.04 ± 7.57	0.411	0.683
干预后	33.72 ± 5.42	37.20 ± 6.16	−2.120	0.039^*
t	−2.414	−4.690
P	0.02^*	< 0.001^*
求知欲
干预前	26.26 ± 8.05	22.84 ± 6.56	0.566	0.166
干预后	33.60 ± 5.22	39.52 ± 5.53	−3.892	< 0.001^*
t	−3.086	−9.724
P	< 0.001^*	< 0.001^*
认知成熟度
干预前	28.14 ± 6.22	27.84 ± 7.35	−0.104	0.918
干预后	34.20 ± 5.43	38.44 ± 5.09	−2.848	0.006^*
t	−4.071	−5.926
P	< 0.001^*	< 0.001^*
总分
干预前	201.00 ± 31.33	191.16 ± 26.85	1.071	0.289
干预后	246.68 ± 13.80	266.04 ± 22.32	−4.260	< 0.001^*
t	−6.818	−11.152
P	< 0.001^*	< 0.001^*
^*P < 0.05。

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PBL教学方式对普外科实习生评判性思维的影响

doi: 10.12259/j.issn.2095-610X.S20220314

作者简介:
王滔（1983～），男，云南临沧人，医学博士，讲师，主要从事肝胆胰外科疾病的临床与基础研究工作

通讯作者:
吴涛，E-mail： kmwt@163.com

计量

Influence of PBL Teaching Method on Critical Thinking of General Surgery Interns

计量

目录

留言板

PBL教学方式对普外科实习生评判性思维的影响

doi: 10.12259/j.issn.2095-610X.S20220314

作者简介: 王滔（1983～ ），男，云南临沧人，医学博士，讲师，主要从事肝胆胰外科疾病的临床与基础研究工作

通讯作者: 吴涛，E-mail： kmwt@163.com

计量

出版历程

Influence of PBL Teaching Method on Critical Thinking of General Surgery Interns

计量

出版历程

目录

作者简介:
王滔（1983～），男，云南临沧人，医学博士，讲师，主要从事肝胆胰外科疾病的临床与基础研究工作

通讯作者:
吴涛，E-mail： kmwt@163.com