Application of problem-based learning combined with simulated standardized patient teaching model in teaching diagnostics of acute myocardial infarction" />
Problem-based learning,Standardized patient,Myocardial infarction,Diagnostics,Satisfaction,"/>
Application of problem-based learning combined with simulated standardized patient teaching model in teaching diagnostics of acute myocardial infarction
Dai Wen1, Wei Guanghe1, Zhang Shaohui2, Zhao Xin1, Dai Shanshan1, Zhang Nana2
1Clinical Medicine, Jining Medical University, Jining 272067, China; 2Department of Cardiology, Affiliated Hospital of Jining Medical University, Jining 272029, China
Abstract:ObjectiveTo explore the application of problembased learning (PBL) combined with simulated standardized patient (SP) teaching mode in teaching diagnostics of acute myocardial infarction (AMI). MethodsFrom March 2016 to March 2017, 153 students in three classes of undergraduate clinical medicine specialty in grade 2013 were selected as the subjects of study, who were taught by the same professor in the theoretical courses, and the teaching contents were all about the diagnostic methods of AMI. The students were randomly divided into control group, PBL group and experimental group with 51 cases in each group. The control group received traditional teaching mode, the PBL group received PBL and theoretical teaching mode, and the experimental group received PBL and SP teaching mode. The theoretical results, medical record writing, students′ satisfaction and teachers′ satisfaction with students′ performance were compared among the three groups. ResultsThe scores of medical record writing [(80.56±7.23)points] and theoretical knowledge [(79.84±5.63)points] in the experimental group were higher than those in the PBL group [(76.24±6.45)points, (74.28±5.05)points] and control group [(70.21±6.13)points, (69.56±4.89)points]. The differences were statistically significant (F1=31.45, 49.95, all P<0.01). The scores of physical examination [(17.38±1.27)points], medical history [(49.47±1.34)points] and chief complaint [(16.82±0.67)points] of the experimental group were higher than those of PBL group [(14.23±1.06)points, (44.88±1.21)points, (13.26±0.54)points] and control group [(11.55±0.98)points, (40.52±1.04)points, (10.97±0.61)points]. The differences were statistically significant (F=352.43, 705.92,1195.02, all P<0.01). Teachers′ satisfaction with students′ performance in the experimental group was (42/51, 82.35%) higher than that in the PBL group (60.78%, 37/51) and the control group (43.14%,22/51) (χ2=16.72, P<0.01). ConclusionThe application of PBL combined with SP teaching mode in teaching diagnostics of AMI can effectively improve students′ learning enthusiasm and initiative, improve students′ and teachers′ satisfaction, improve teacher-student relationship and teaching quality.
戴雯1魏广和1张韶辉2赵新1代姗姗1张娜娜2 . 以问题为基础学习结合模拟标准化病人教学模式在急性心肌梗死诊断教学中的应用[J]. 中华诊断学电子杂志, 2019, 7(4): 284-288.
Dai Wen1, Wei Guanghe1, Zhang Shaohui2, Zhao Xin1, Dai Shanshan1, Zhang Nana2.
Application of problem-based learning combined with simulated standardized patient teaching model in teaching diagnostics of acute myocardial infarction