Experience in PBL teaching of gastroesophageal reflux disease combined with refractory cough

doi:10.3877/cma.j.issn.2095-8765.2024.04.004

Abstract

Abstract:

Objective

To explore the application of Problem based learning （PBL） teaching model in clinical practice teaching of respiratory department， to help students understand the relationship between gastroesophageal reflux disease， asthma and refractory cough， so as to improve learning efficiency.

Methods

Undergraduate students selected for clinical practice in the respiratory center were divided into experimental combination control group. By comparing the scores of students in the two groups and the evaluation of PBL teaching method， PBL teaching mode and the characteristics and implementation methods of traditional clinical practice in respiratory department， as well as the teaching assessment results and teaching feedback.

Results

Under PBL teaching mode， students’ learning initiative and understanding of difficult problems are improved， which is helpful to cultivate and improve students’ clinical thinking ability.

Conclusion

PBL teaching mode is a good supplement to the traditional teaching mode， and the organic combination of the two is suitable for solving the difficult problems in the current clinical practice teaching of respiratory medicine.

Key words: Problem based learning, Clinical education, Respiratory medicine department

Ling Niu, Rong Guo. Experience in PBL teaching of gastroesophageal reflux disease combined with refractory cough[J]. Chinese Journal of Gastroesophageal Reflux Disease(Electronic Edition), 2024, 11(04): 196-200.

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References 18

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组别	人数	笔试	查体考试	病历书写
试验组	88	44.8±2.7	22.1±1.8	21.7±2.1
对照组	92	42.3±2.2	16.8±2.1	18.9±2.5
t 值		18.143	6.284	8.118
P 值		＜0.001	＜0.001	＜0.001

组别	人数	笔试	查体考试	病历书写
试验组	88	44.8±2.7	22.1±1.8	21.7±2.1
对照组	92	42.3±2.2	16.8±2.1	18.9±2.5
t 值		18.143	6.284	8.118
P 值		＜0.001	＜0.001	＜0.001

调查内容	学生态度
调查内容	肯定态度（份）	否定态度（份）	不明确（份）	肯定态度占比（%）
学习兴趣提高	144	2	2	97.3
思维能力提高	146	0	2	98.6
自学能力提高	147	1	0	99.3
合作能力提高	145	1	2	98.0
团队意识加强	147	0	1	99.3
表达能力提高	148	0	0	100

调查内容	学生态度
调查内容	肯定态度（份）	否定态度（份）	不明确（份）	肯定态度占比（%）
学习兴趣提高	144	2	2	97.3
思维能力提高	146	0	2	98.6
自学能力提高	147	1	0	99.3
合作能力提高	145	1	2	98.0
团队意识加强	147	0	1	99.3
表达能力提高	148	0	0	100

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