Abstract:

Objective To compare the effect of problem-based learning (PBL) with the traditional method in teaching how to differentiate Parkinson’s Disease (PD) and Vascular Parkinsonism (VPN). Methods Based on randomized numbers, all the students were divided into 2 groups: traditional method group and PBL group. Results Before the teaching course, the familiarity for PD and VPN were tested in two groups and there was no statistic difference between the two groups. After the total course, the objective and subjective examination scores as well as the acceptance for the teaching in PBL group were all higher than that in traditional method group (All P <0.05). Conclusion Students can gain more benefit from the teaching method of PBL in differentiating PD and VPN.

Key words: Parkinsonism; Parkinson’s Disease; Differential Diagnose; Problem-Based Learning

摘要：

目的 对比以问题为基础教学法（problem-based learning，PBL）与传统教学法在帕金森综合征鉴别诊 断教学中的效果。 方法 将首都医科大学附属北京天坛医院神经病学中心神经变性疾病科轮转学员随机分成传统教学 组和PBL组。所有学员教学前先接受对帕金森病及血管性帕金森综合征的熟悉度调查。传统教学组 采用授课教学；PBL组以PBL教学法进行教学。教学结束后比较两组客观及主观教学指标成绩。 结果 教学前两组学员对帕金森病及血管性帕金森综合征熟悉度无差异。教学后PBL组教学主观和 客观考核成绩均显著优于传统教学组，对教学过程的体验也显著优于传统教学组（均P <0.05）。 结论 引入PBL教学法能显著提高学员在学习帕金森病及血管性帕金森综合征鉴别中的获益。

关键词: 帕金森综合征; 帕金森病; 鉴别诊断; 基于问题学习法