|
|
|
| Application of PBL combined with standardized patients in clinical teaching of nephrology |
| ZHANG Xiaomin1,2, DONG Hua1*, SUN Xiaotong2, LIU Yunqi1, GAO Jie1 |
1 Department of Nephrology,Binzhou Medical University Hospital, Binzhou 256603, Shandong,P. R. China;
2 Medical Education Center,Binzhou Medical University Hospital |
|
|
|
|
Abstract Objective To evaluatethe application of PBL combined with standardized patients in clinical teaching of nephrology. Methods Totally 270 fourth grade medical students of five-year clinical medicine specialty in one medical university were divided into three groups: the PBL group, the PBL+SP group and the traditional group. Questionnaires and assessment wereperformed at the end of the course. Results The results ofquestionnaire showed 100% of the students in the PBL+SP group were satisfied or very satisfied with the course, 98.51% of the students in the PBL group were satisfied or very satisfied with the course, while only 80.74% of the students in the traditional group were satisfied the course. The satisfaction rate of the PBL+SP group and the PBL group were significantly higher than that of the traditional group (P<0.05) and the percentage of students very satisfied withthemethodin PBL+SP group was significantly higher than that of the PBL group (P<0.05). Students in the PBL+SP group were willing to apply with SP in the future. The assessment showed that the score of PBL+SP group and PBL group were significantly higher than that of the traditional group in learning interest, initiative, creativity, clinical practice ability, comprehensive communication skills with patients, teamwork and critical thinking (P<0.05).And the score of the PBL+SP group was significantly higher than that of thePBL group in learning interest,clinical practice ability, critical thinking, comprehensive communication skills with patients, expressive language skills (P<0.05). The collecting medical history and theoretical knowledge scores of PBL+SP group and PBL group were significantly higher than that of the traditional group students (P<0.05), and the collecting medical history score of PBL+SP group was significantly higher than PBL group (P<0.05). Conclusion The application of PBL combined with SP in clinical teaching of nephrology will enhance students' interest, initiative, creativity and clinical practice ability, develop students' comprehensive communication skills with patients, teamwork and critical thinking, and is worth promoting in clinical teaching.
|
|
Received: 19 December 2018
|
|
|
|
|
|
[1] GWEE M C. Problem-based learning: a strategic learning system design for the education of healthcare professionals in the 21st century[J].Kaohsiung J Med Sci,2009,25(5):231-239.
[2] SHIRAZI M, LABAF A, MONJAZEBI F, et al. Assessing medical students’ communication skills by the use of standardized patients:emphasizing standardized patients’ quality assurance [J]. Acad Psychiary,2014,38(3): 354-360.
[3] 毕国清.培养“标准化病人”模拟临床实践教学的几点体会[J].亚太传统医药,2010,6(2):121. |
| [1] |
. [J]. 滨州医学院学报, 2019, 42(5): 377-379. |
|
|
|
|
