Application of anchored instruction combined with PBL in the clinical teaching of department of gynecology
10.3760/cma.j.cn116021-20210222-00819
- VernacularTitle:抛锚式教学联合PBL在妇科临床教学中的应用分析
- Author:
Lixia FENG
1
;
Jianling ZHANG
;
Jili ZHANG
;
Yueting HUANG
;
Zhihong WEI
Author Information
1. 深圳大学附属第二医院妇科,深圳 518101
- Keywords:
Anchored instruction;
Problem-based learning;
Assessment result;
Independent learning ability;
Satisfaction
- From:
Chinese Journal of Medical Education Research
2022;21(4):430-433
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To analyze the application effects of anchored instruction combined with problem-based learning (PBL) in the clinical teaching of department of gynecology.Methods:Taking the implementation time (June 2020) of anchored instruction combined with PBL in the hospital, 86 clinical interns who entered the department of gynecology before the implementation (from April 2019 to May 2020) were included in control group, and this group adopted traditional teaching method; 82 interns enrolled after the implementation (between June 2020 and December 2020) were selected as observation group and were given new teaching method. The theoretical assessment results, practical operation results, independent learning ability and teaching satisfaction were compared between the two groups after 1 month of training. SPSS 22.0 was used for t test and rank sum test. Results:After 1 month of training, the scores of theoretical assessment results [(81.20±10.64) vs. (73.96±8.25)] and mini-clinical evaluation exercise (Mini-CEX) scale of observation group were significantly higher than those of control group, and the independent learning ability and teaching satisfaction evaluation were significantly better than those of control group ( P<0.05). Conclusion:Anchored instruction combined with PBL can effectively improve the independent learning ability and learning satisfaction of interns in department of obstetrics and gynecology, with good application effects.
