%0 Journal Article
%T PBL教学模式在妇产科见习中的应用效果研究
Research on the Application Effect of PBL Teaching Model in Obstetrics and Gynecology Traineeship
%A 杨思思
%A 吴琼
%A 陈艳
%A 王羚
%A 田瑜
%A 覃红
%J Vocational Education
%P 218-223
%@ 2160-4401
%D 2025
%I Hans Publishing
%R 10.12677/ve.2025.144178
%X 目的：探讨以问题为基础的学习(Problem-Based Learning, PBL)在妇产科临床见习教学中的应用效果及对学生综合能力的影响。方法：于2023年9月至2024年6月，选取吉首大学第一附属医院100名五年级临床医学专业妇产科见习生为研究对象，采用随机数字表法分为PBL教学组(n = 50)和传统教学组(n = 50)。课程结束后，通过标准化测验(基础理论与临床病例分析双模块)及匿名问卷调查(涵盖学习动机、临床思维能力等9项指标)评估教学效果。结果：PBL组基础知识得分显著优于传统组(42.6 ± 4.09 vs 32.6 ± 2.69，P < 0.001)，病例分析得分亦显著提高(38.3 ± 2.42 vs 32.9 ± 2.25, P < 0.001)。问卷调查显示，PBL组在学习动机(3.82 ± 0.85 vs 3.22 ± 0.55)、师生互动(3.48 ± 0.68 vs 3.24 ± 0.48)、临床思维能力(3.58 ± 0.61 vs 3.18 ± 0.54)及课程满意度(3.98 ± 0.74 vs 3.56 ± 0.88)等维度均显著优于传统组(P < 0.05)。结论：PBL教学模式能有效提升妇产科见习生的知识整合能力、临床决策水平及自主学习积极性，为优化临床教学模式提供了实证支持。
Objective: To explore the application effect of problem-based learning (PBL) in clinical clerkship teaching in obstetrics and gynecology and its impact on students’ comprehensive ability. Methods: From September 2023 to June 2024, 100 fifth-year obstetrics and gynecology interns from the First Affiliated Hospital of Jishou University were selected as the research subjects and divided into PBL teaching group (n = 50) and traditional teaching group (n = 50) by random number table method. After the course, the teaching effect was evaluated by standardized tests (basic theory and clinical case analysis dual modules) and anonymous questionnaires (covering 9 indicators such as learning motivation and clinical thinking ability). Results: The basic knowledge score of the PBL group was significantly better than that of the traditional group (42.6 ± 4.09 vs 32.6 ± 2.69, P < 0.001), and the case analysis score was also significantly improved (38.3 ± 2.42 vs 32.9 ± 2.25, P < 0.001). The questionnaire survey showed that the PBL group was significantly better than the traditional group in terms of learning motivation (3.82 ± 0.85 vs 3.22 ± 0.55), teacher-student interaction (3.48 ± 0.68 vs 3.24 ± 0.48), clinical thinking ability (3.58 ± 0.61 vs 3.18 ± 0.54) and course satisfaction (3.98 ± 0.74 vs 3.56 ± 0.88) (P < 0.05). Conclusion: The PBL teaching model can effectively improve the knowledge integration ability, clinical decision-making level and autonomous learning enthusiasm of obstetrics and gynecology interns, and provide empirical support for optimizing the clinical teaching model.
%K PBL教学模式，
%K 妇产科见习，
%K 临床思维能力，
%K 教学满意度，
%K 医学教育改革
PBL Teaching Model
%K Obstetrics and Gynecology Intern
%K Clinical Thinking Ability
%K Teaching Satisfaction
%K Medical Education Reform
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=113177