关键词: 以问题为基础学习; 脑血管外科; 研究生; 教学

Abstract:

Objective To explore the value of problem-based learning (PBL) method in clinical teaching of cerebraovasular neurosurgery. Methods Twenty-six postgraduates in neurosurgery at Beijing Tiantan Hospital were randomized into PBL and traditional lecture-based learning (LBL) group. After the course, examination scores and self-evaluation were compared between the two groups. Results The PBL group achieved a significantly (P <0.05) higher score than the LBL group for case analysis. The performance in theoretical knowledge tests was of no significance between these two groups (P >0.05). Moreover, self-evaluation of document retrieval ability, teamwork ability and innovation ability in PBL teaching group were significantly higher than those of the traditional teaching group (P <0.05). Self-evaluation of language expression ability or comprehensive analysis ability was of no significance between two groups. Conclusion The PBL teaching model is better for teaching in neurosurgery. It can effectively cultivate the abilities of document retrieval, teamwork and innovation.

Key words: Problem-based learning; Cerebraovasular neurosurgery; Postgraduate; Teaching