Abstract:

Objective To explore the value of problem-based learning (PBL) on the teaching course of seizure in patients with acute cerebrovascular diseases for further-studying physicians of neurology. Methods PBL and classical methods were applied separately in teaching of seizure in patients with acute cerebrovascular diseases among 24 further-studying physicians of neurology who were randomized into 2 groups using random number table in Beijing Tiantan Hospital, Capital Medical University and the effects of these teaching methods were evaluated by questionnaire survey among these further-studying physicians. Results Compared with the classical teaching method, PBL method could significantly improve further-studying physicians’ abilities in independent learning, finding problems, solving problems, clinical practical ability, communication ability with and patients, team cooperative ability, and extending medical knowledge. Conclusion The ability of further-studying physicians in clinical logistic and practice in finding and treating seizure in patients with acute cerebrovascular diseases has been statistically improved by the application of PBL teaching method.

Key words: Problem-based learning; Acute cerebrovascular diseases; Seizure; Teaching

摘要：

目的 探讨以问题为基础学习（problem-based learning，PBL）教学法在神经内科进修医师急性脑血管 病合并癫痫发作教学过程中的应用价值。 方法 选取首都医科大学附属北京天坛医院神经内科进修医师24名为教学对象，采用随机数字表将 其分为PBL教学组和传统教学组。在急性脑血管病合并癫痫发作的诊断和治疗方案确定过程中分别 对两组采用PBL教学法和传统教学法，以问卷调查的方法对两组的教学效果进行评价。 结果 PBL教学组与传统教学组相比，进修医师在自主学习能力、提出问题能力、解决问题能力、临 床实践能力、医患沟通能力、团队合作能力和医学知识扩展各方面均显著提升。 结论 PBL教学法可以提高进修医师在急性脑血管病合并癫痫发作诊断和治疗过程中临床思维和 临床实践能力。

关键词: 以问题为基础学习; 急性脑血管病; 癫痫发作; 教学