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

摘要：

目的 初步探讨以问题为基础的学习（problem-based learning，PBL）在脑血管外科临床教学中的应用 价值。 方法 选取首都医科大学附属北京天坛医院神经外科研究生26名随机分为实验组和对照组，分别采 用PBL教学和以授课为基础的教学法，对两组学生考试成绩及自我评定进行综合比较。 结果 实验组与对照组相比较，病例分析考试成绩差异有显著性（P =0.032）；基础理论知识考试 成绩无显著差异（P =0.471）。实验组文献检索、团队协作和探索创新能力自我评定结果明显优于对 照组（P分别为0.029，0.024和0.021），两组语言表达和综合分析能力自我评定结果差异无显著性。 结论 PBL教学法是适合于脑血管外科临床教学的有效方法，有助于培养研究生的文献检索、团队 协作和探索创新能力。

关键词: 以问题为基础学习; 脑血管外科; 研究生; 教学