Abstract:

Objective To explore the value of problem-based learning (PBL) in the teaching of dizziness diagnostics for further-studying physicians of neurology. Methods Twenty further-studying neurologists at Beijing Tiantan Hospital were randomized into PBL group and traditional lecture-based learning (LBL) group. After the courses, an examination was performed to compare teaching effect between groups. Results The PBL group achieved a significantly (P <0.05) higher score than the LBL group for case analysis and total points. The performance in theoretical knowledge tests was slightly better for the PBL students, but without statistical difference between groups (P >0.05). Conclusion PBL is effective in teaching of dizziness diagnostics for further-studying physicians, which can foster clinical thinking and problem-solving ability of students. A preparatory training in literature retrieval and basic knowledge maybe further improve the quality of PBL teaching practice.

Key words: Problem-based learning; Dizziness; Further-studying physicians; Neurology; Teaching

摘要：

目的 初步探讨以问题为基础的学习（problem-based learning，PBL）在神经内科进修医师的头晕诊断 学教学中的应用及其价值。 方法 选取首都医科大学附属北京天坛医院神经内科的进修医师20名随机分为试验组和对照组，分 别采用PBL教学和以授课为基础的教学法，比较两组的教学效果。 结果 试验组与对照组相比较，病例分析考试成绩和总成绩显著提高（P分别为0.005和0.013）；基 础理论知识考试成绩有增高趋势，但无显著差异。 结论 PBL教学法是适合于进修医师的头晕诊断学教学的有效方法，有助于培养进修医师的临床思 维能力。在文献检索培训和基础理论铺垫的基础上开展PBL教学，有可能进一步提高教学质量。

关键词: 以问题为基础学习; 头晕; 进修医师; 神经内科; 教学