General Surgery in Northwest Minzu University, Lanzhou 730000, Gansu Province, China.
ShiJiaZhuang Medical College, Shijiazhuang 050599, Hebei Province, China.
Afr Health Sci. 2023 Jun;23(2):330-335. doi: 10.4314/ahs.v23i2.36.
To explore the effectiveness of multi-media combined with PBL teaching in breast surgery.
56 interns who came to our hospital for breast surgery from January 2019 to December 2020 were randomly divided into two groups: traditional teaching control group (n = 28) and multi-media PBL teaching observation group (n = 28). Two groups' theoretical knowledge, skill operation, teaching quality, student's evaluation and satisfaction with the teaching model were compared before ending the internship.
The total scores of breast examination, differential diagnosis, imaging reading, diagnosis and treatment scheme and total scores of the students in the observation group were higher than those of the students in the control group, and the total scores of body position, surgical site selection, disinfection and local anesthesia, surgical operation, postoperative treatment and clinical operation skills were also higher than those of the students in the control group (P < 0.05), but there was no significant difference between the two groups in medical history collection, professional knowledge and preoperative preparation (P > 0.05). The teaching quality of the students in the observation group was also significantly higher than that in the control group (P < 0.05). In addition, the students' satisfaction with the teaching method, the teaching effect and the overall satisfaction in the observation group were significantly higher than those in the control group (P < 0.05).
Multi-media combined with PBL teaching can effectively improve students' professional knowledge theory level, operation skills, enhance students' enthusiasm and initiative, develop good clinical thinking habits, and have high teaching satisfaction. It is worthy of being popularized in the clinical teaching of breast surgery.
探讨多媒体联合 PBL 教学在乳腺外科中的应用效果。
选取 2019 年 1 月至 2020 年 12 月在我院乳腺外科实习的 56 名实习生，随机分为传统教学对照组（n = 28）和多媒体 PBL 教学观察组（n = 28）。实习结束后比较两组的理论知识、技能操作、教学质量、学生对教学模式的评价及满意度。
观察组学生的乳腺检查、鉴别诊断、影像学阅读、诊疗方案评分及总分均高于对照组，体位摆放、手术部位选择、消毒及局部麻醉、手术操作、术后处理、临床操作技能评分也均高于对照组（P < 0.05），但两组在病史采集、专业知识、术前准备方面的评分比较差异无统计学意义（P > 0.05）。观察组学生的教学质量也明显高于对照组（P < 0.05）。此外，观察组学生对教学方法、教学效果和总体满意度的评价均明显高于对照组（P < 0.05）。
多媒体联合 PBL 教学可有效提高学生的专业知识理论水平和操作技能，增强学生的学习积极性和主动性，培养良好的临床思维习惯，教学满意度高，值得在乳腺外科临床教学中推广应用。
