以问题为基础的学习（PBL）与标准化病人（SP）教学方法相结合在骨伤科临床教学中的应用

Application of PBL in combination with the SP teaching method in the clinical teaching of orthopedics and traumatology.

作者信息

Wang An-Yu, Zhao Hao Cheng, Song Yue Wei, Xiong Bing Lang, Guo Zi Yan, Sun Xu Dong, Pan Ya Xin, Sun Wei Dong

机构信息

Wangjing Hospital of China Academy of Chinese Medical Sciences, Beijing, 100102, China.

Beijing University of Chinese Medicine, Beijing, 100029, China.

出版信息

BMC Med Educ. 2025 Jul 25;25(1):1113. doi: 10.1186/s12909-025-07658-x.

DOI:10.1186/s12909-025-07658-x

PMID:40713744

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12291267/

Abstract

BACKGROUND

Standardized training for orthopedic and traumatology residents is a crucial component of postgraduate medical education. Traditional teaching methods, such as Lecture-Based Learning (LBL), often fail to stimulate student initiative and clinical thinking. To address this, our study aimed to explore the effectiveness of a combined Problem-Based Learning (PBL) and Standardized Patients (SP) teaching method in enhancing the clinical skills and self-learning abilities of orthopedic residents.

METHODS

A randomized controlled trial was conducted with 59 orthopedic residents from three medical institutions in China. The participants were randomly divided into a control group (n = 29) receiving traditional LBL combined with SP and a study group (n = 30) receiving PBL combined with SP. Both groups were instructed on common orthopedic diseases for 21 h. Teaching effectiveness was assessed through self-designed electronic questionnaires, classroom performance metrics, and final exams.

RESULTS

Compared with the control group, the study group demonstrated significantly greater levels of self-study initiative, teamwork ability, classroom learning efficiency, learning interest, and clinical processing ability (P < 0.05). The study group also showed greater improvement in their ability to handle clinical problems and had higher postclass knowledge retention and learning interest scores (P < 0.05). Practical exam scores and overall scores were significantly higher in the study group (P < 0.05), although written exam scores did not differ significantly.

CONCLUSIONS

The combined PBL and SP teaching method was found to be superior to traditional LBL in improving the clinical skills and self-learning abilities of orthopedic residents. This approach enhances student engagement, clinical thinking, and overall educational outcomes, suggesting that it is a valuable addition to orthopedic resident training programs.

摘要

背景

骨科与创伤科住院医师规范化培训是毕业后医学教育的重要组成部分。传统教学方法，如基于讲座的学习（LBL），往往无法激发学生的主动性和临床思维。为解决这一问题，我们的研究旨在探讨基于问题的学习（PBL）与标准化病人（SP）相结合的教学方法在提高骨科住院医师临床技能和自主学习能力方面的有效性。

方法

对来自中国三家医疗机构的59名骨科住院医师进行了一项随机对照试验。参与者被随机分为对照组（n = 29），接受传统的LBL与SP相结合的教学，以及研究组（n = 30），接受PBL与SP相结合的教学。两组均接受21小时的常见骨科疾病教学。通过自行设计的电子问卷、课堂表现指标和期末考试来评估教学效果。

结果

与对照组相比，研究组在自学主动性、团队合作能力、课堂学习效率、学习兴趣和临床处理能力方面表现出显著更高的水平（P < 0.05）。研究组在处理临床问题的能力方面也有更大的提高，课后知识保留率和学习兴趣得分更高（P < 0.05）。研究组的实践考试成绩和总成绩显著更高（P < 0.05），尽管笔试成绩没有显著差异。