Xu Xiaohong, Wang Yingcui, Zhang Suhua, Liu Fengting
Department of Rheumatology and Immunology, Qilu Hospital (Qingdao), Cheeloo College of Medicine, Shandong University, Qingdao, China.
Department of Education, Qilu Hospital (Qingdao), Cheeloo College of Medicine, Shandong University, Qingdao, China.
Front Genet. 2022 Jun 27;13:931640. doi: 10.3389/fgene.2022.931640. eCollection 2022.
At present, with the rapid increase of emergency knowledge and the improvement of people's requirements for medical quality, the traditional teaching mode cannot fully meet the needs of emergency teaching in the new era. PBL is a project-based teaching that allows students to have a deeper understanding of content knowledge and to better apply what they have learned to their lives. This paper aims to improve the clinical emergency teaching mode by PBL teaching method, and improve the comprehensive ability of clinical emergency of medical students. This article proposes a problem-based PBL imaging teaching method, combining the characteristics and content of clinical emergency courses, focusing on students, highlighting the problem-solving process, and improving students' creative thinking ability. To cultivate students' interest in clinical learning, develop their self-learning ability, train their teamwork and communication skills, and cultivate their ability to set, question and solve questions, so as to promote medical students' overall comprehensive ability to integrate specialized knowledge and clinical practice. In this paper, the PBL teaching method and the traditional teaching method of comparative experiments show that the PBL teaching method can more effectively highlight the characteristics of clinical emergency medicine teaching mode, and make full use of the limited emergency teaching resources, so as to improve the quality of clinical emergency teaching. Compared with the traditional teaching mode, the theoretical knowledge and clinical operation skills of medical students under the PBL teaching mode are improved by 13%, Autonomous learning ability, communication ability and creative thinking ability have also been relatively improved.
目前，随着急救知识的迅速增长以及人们对医疗质量要求的提高，传统教学模式已无法完全满足新时代急救教学的需求。基于问题的学习（PBL）是一种基于项目的教学方法，它能让学生更深入地理解内容知识，并更好地将所学知识应用于生活中。本文旨在通过PBL教学法改进临床急救教学模式，提高医学生临床急救的综合能力。本文提出了一种基于问题的PBL影像教学方法，结合临床急救课程的特点和内容，以学生为中心，突出问题解决过程，提高学生的创造性思维能力。培养学生对临床学习的兴趣，发展他们的自主学习能力，训练他们的团队协作和沟通技巧，培养他们提出、质疑和解决问题的能力，从而促进医学生整合专业知识与临床实践的整体综合能力。本文通过PBL教学法与传统教学法的对比实验表明，PBL教学法能更有效地突出临床急救医学教学模式的特点，充分利用有限的急救教学资源，从而提高临床急救教学质量。与传统教学模式相比，PBL教学模式下医学生的理论知识和临床操作技能提高了13%，自主学习能力、沟通能力和创造性思维能力也得到了相应提高。
