通讯作者: 刘吉田, 346357230@qq.com

DOI：10.12201/bmr.202602.00063

Application Effect of Problem-Based Learning Teaching Method in Pediatric Clinical Internship Instruction

• 摘要：目的探讨以问题为基础的教学法(Problem-Based Learning, PBL)在儿科临床实习带教中对实习生临床思维能力、自主学习能力及团队合作能力的影响效果。方法选取2023年3月至2024年2月在我院儿科进行临床实习的84名临床医学专业本科实习生为研究对象,采用随机数字表法分为PBL教学组(n=42)和传统教学组(n=42)。PBL组采用结构化的PBL教学法,围绕儿科常见病案例进行小组讨论、自主探究与情景模拟；传统组采用以教师讲授为主的常规带教模式。实习结束时,采用中文版临床思维能力量表、自主学习能力量表、团队合作能力量表对两组实习生进行评估,并比较其出科理论考核与技能操作考核成绩。结果PBL组实习生在临床思维能力量表总分及各维度(系统思维、批判性思维、循证思维)得分、自主学习能力量表总分、团队合作能力量表总分均显著高于传统组(均P<0.01)。PBL组出科理论考核成绩(86.32±5.41分)和技能操作考核成绩(88.15±4.72分)亦显著高于传统组(理论:78.95±6.83分；技能:80.26±5.94分)(均P<0.01)。结论PBL教学法能有效提升儿科临床实习生的临床思维能力、自主学习能力、团队合作能力及考核成绩,是一种优于传统教学模式的临床带教方法,具有推广价值。

  关键词： 以问题为基础的学习；临床实习；儿科；临床思维能力；教学改革; ; ; ; 

   

  Abstract: ObjectiveTo explore the effect of Problem-Based Learning (PBL) teaching method on the clinical thinking ability, self-directed learning ability, and teamwork ability of interns during pediatric clinical internship instruction.MethodsA total of 84 clinical medicine undergraduate interns who conducted clinical internships in the pediatrics department of our hospital from March 2023 to February 2024 were selected as research subjects. They were randomly divided into a PBL teaching group (n=42) and a traditional teaching group (n=42) using a random number table. The PBL group adopted a structured PBL teaching method, centering on common pediatric disease cases for group discussions, independent inquiry, and scenario simulations. The traditional group adopted the conventional instruction mode dominated by teacher lectures. At the end of the internship, the Chinese versions of the Clinical Thinking Ability Scale, Self-Directed Learning Ability Scale, and Teamwork Ability Scale were used to evaluate interns in both groups. Their final theoretical assessment and operational skills assessment scores were also compared.ResultsInterns in the PBL group scored significantly higher than those in the traditional group on the total score and all dimensions (system thinking, critical thinking, evidence-based thinking) of the Clinical Thinking Ability Scale, the total score of the Self-Directed Learning Ability Scale, and the total score of the Teamwork Ability Scale (all P<0.01). The PBL group also achieved significantly higher scores in both the final theoretical assessment (86.32±5.41 points) and operational skills assessment (88.15±4.72 points) compared to the traditional group (theory: 78.95±6.83 points; skill: 80.26±5.94 points) (all P<0.01).ConclusionThe PBL teaching method can effectively enhance pediatric clinical interns clinical thinking ability, self-directed learning ability, teamwork ability, and assessment performance. It is a clinical instruction method superior to the traditional teaching model and holds value for promotion.

  Key words: Problem-Based Learning; Clinical Internship; Pediatrics; Clinical Thinking Ability; Teaching Reform

  提交时间：2026-02-13

  版权声明：作者本人独立拥有该论文的版权，预印本系统仅拥有论文的永久保存权利。任何人未经允许不得重复使用。
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• 序号	提交日期	编号	操作
  1	2025-12-31	10.12201/bmr.202602.00063V1	下载

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