PDF(Pubmed)
Abstract：
UNASSIGNED: To explore the effectiveness of multi-media combined with PBL teaching in breast surgery.
UNASSIGNED: 56 interns who came to our hospital for breast surgery from January 2019 to December 2020 were randomly divided into two groups: traditional teaching control group (n = 28) and multi-media PBL teaching observation group (n = 28). Two groups\' theoretical knowledge, skill operation, teaching quality, student\'s evaluation and satisfaction with the teaching model were compared before ending the internship.
UNASSIGNED: The total scores of breast examination, differential diagnosis, imaging reading, diagnosis and treatment scheme and total scores of the students in the observation group were higher than those of the students in the control group, and the total scores of body position, surgical site selection, disinfection and local anesthesia, surgical operation, postoperative treatment and clinical operation skills were also higher than those of the students in the control group (P < 0.05), but there was no significant difference between the two groups in medical history collection, professional knowledge and preoperative preparation (P > 0.05). The teaching quality of the students in the observation group was also significantly higher than that in the control group (P < 0.05). In addition, the students\' satisfaction with the teaching method, the teaching effect and the overall satisfaction in the observation group were significantly higher than those in the control group (P < 0.05).
UNASSIGNED: Multi-media combined with PBL teaching can effectively improve students\' professional knowledge theory level, operation skills, enhance students\' enthusiasm and initiative, develop good clinical thinking habits, and have high teaching satisfaction. It is worthy of being popularized in the clinical teaching of breast surgery.
UNASSIGNED: 56 interns who came to our hospital for breast surgery from January 2019 to December 2020 were randomly divided into two groups: traditional teaching control group (n = 28) and multi-media PBL teaching observation group (n = 28). Two groups\' theoretical knowledge, skill operation, teaching quality, student\'s evaluation and satisfaction with the teaching model were compared before ending the internship.
UNASSIGNED: The total scores of breast examination, differential diagnosis, imaging reading, diagnosis and treatment scheme and total scores of the students in the observation group were higher than those of the students in the control group, and the total scores of body position, surgical site selection, disinfection and local anesthesia, surgical operation, postoperative treatment and clinical operation skills were also higher than those of the students in the control group (P < 0.05), but there was no significant difference between the two groups in medical history collection, professional knowledge and preoperative preparation (P > 0.05). The teaching quality of the students in the observation group was also significantly higher than that in the control group (P < 0.05). In addition, the students\' satisfaction with the teaching method, the teaching effect and the overall satisfaction in the observation group were significantly higher than those in the control group (P < 0.05).
UNASSIGNED: Multi-media combined with PBL teaching can effectively improve students\' professional knowledge theory level, operation skills, enhance students\' enthusiasm and initiative, develop good clinical thinking habits, and have high teaching satisfaction. It is worthy of being popularized in the clinical teaching of breast surgery.
摘要：
■探讨多媒体结合PBL教学在乳腺外科中的应用效果。
■将2019年1月至2020年12月来我院进行乳腺外科实习的56名实习生随机分为两组：传统教学对照组（n=28）和多媒体PBL教学观察组（n=28）。两组理论知识，技能操作,教学质量,在结束实习前比较学生对教学模式的评价和满意度。
■乳房检查的总分，鉴别诊断,成像读数,观察组学生的诊疗方案和总分均高于对照组学生,和身体位置的总分，手术部位选择,消毒和局部麻醉，外科手术,术后治疗和临床操作技能也高于对照组(P<0.05),但两组在病史收集方面没有显著差异,专业知识及术前准备(P>0.05)。观察组学生的教学质量也明显高于对照组(P<0.05)。此外,学生对教学方法的满意度，观察组的教学效果和总体满意度明显高于对照组(P<0.05)。
■多媒体结合PBL教学能有效提高学生的专业知识理论水平，操作技能,增强学生的积极性和主动性，养成良好的临床思维习惯,具有较高的教学满意度。值得在乳腺外科临床教学中推广。
■将2019年1月至2020年12月来我院进行乳腺外科实习的56名实习生随机分为两组：传统教学对照组（n=28）和多媒体PBL教学观察组（n=28）。两组理论知识，技能操作,教学质量,在结束实习前比较学生对教学模式的评价和满意度。
■乳房检查的总分，鉴别诊断,成像读数,观察组学生的诊疗方案和总分均高于对照组学生,和身体位置的总分，手术部位选择,消毒和局部麻醉，外科手术,术后治疗和临床操作技能也高于对照组(P<0.05),但两组在病史收集方面没有显著差异,专业知识及术前准备(P>0.05)。观察组学生的教学质量也明显高于对照组(P<0.05)。此外,学生对教学方法的满意度，观察组的教学效果和总体满意度明显高于对照组(P<0.05)。
■多媒体结合PBL教学能有效提高学生的专业知识理论水平，操作技能,增强学生的积极性和主动性，养成良好的临床思维习惯,具有较高的教学满意度。值得在乳腺外科临床教学中推广。
