Practical study of problem-based learning teaching model in labor education of “quality control before examination and analysis”

doi:10.3877/cma.j.issn.2095-5820.2024.04.008

Abstract

Abstract:

Objective

To implement the fundamental task of cultivate virtue and cultivate people,strengthen the communication between laboratory and clinical, the paper discusses the application effect of problem-based learning (PBL) teaching method in the labor teaching of clinical medicine and clinical nursing college students.

Methods

A total of 456 college students of clinical medicine and clinical nursing of Guangdong Medical University, who were admitted to the laboratory medicine center of Affiliated Hospital of Guangdong Medical University, were taken as the research objects. The students were randomly divided into PBL group and traditional lecture-based learning (LBL) group, and the training effects of PBL group and LBL group were compared. Additionally, the students' opinions on the effectiveness of PBL and LBL teaching methods were collected through questionnaires. The t-test was performed using SPSS 25.0 statistical software and the Wilcoxon signed tank test.

Results

During the training period, the scores of students in the PBL group in class test (17.62±0.49) were significantly different from those in the LBL group (12.86±1.80) (P＜0.001).The scores in class labor practice evaluation (47.62±0.49) were significantly different from those in LBL group(43.47±1.09) (P＜0.001). The score of homework evaluation (17.36±0.70) was significantly different from that of LBL group (13.75±1.19) (P＜0.001), for “improving medical examination knowledge”“improving learning interest”“improving learning efficiency”“improving self-learning ability”“improving problem-solving ability”“improving practical operation ability”“improving the ability to combine theory and practice” and “improving labor education”, the evaluation of the PBL teaching group was significantly better than that of the LBL teaching group (P＜0.01), for “improving clinical communication ability”, the evaluation of the PBL teaching group was better than that of the LBL teaching group (P＜0.05).

Conclusion

The application of PBL teaching in the labor education of ＂quality control before examination and analysis＂ of clinical medicine and nursing college students can improve the teaching effect, enhance the awareness of clinical medical and nursing college students of the importance of quality control before analysis,and strengthen the communication and understanding between clinicians and examinations in the future.

Key words: problem-based learning teaching, labor education, quality control before examination and analysis

Wenying Luo, Lihong Qiu, Hui Liu, Jiaze Dai. Practical study of problem-based learning teaching model in labor education of “quality control before examination and analysis”[J]. Chinese Journal of Clinical Laboratory Management(Electronic Edition), 2024, 12(04): 244-250.

/ / Recommend

Add to citation manager EndNote|Ris|BibTeX

URL: https://zhlcsysgldzzz.cma-cmc.com.cn/EN/10.3877/cma.j.issn.2095-5820.2024.04.008

https://zhlcsysgldzzz.cma-cmc.com.cn/EN/Y2024/V12/I04/244

Figures/Tables 3

References 30

1	彭阳, 杨柳, 齐爱萍, 等. Workshop 结合PBL 教学在关节外科临床教学中的应用[J]. 中华医学教育探索杂志, 2024, 23(1): 98-102.
2	PILCHER J. Problem-based learning in the NICU[J]. Neonatal network, 2014, 33(4): 221-224.
3	FENG X, WU W, BI Q. Reform of teaching and practice of the integrated teaching method BOPPPS-PBL in the course ＂clinical haematological test technique＂[J]. BMC medical education, 2024,24(1): 773.
4	刘艳红. 新时代劳动教育融入高校思想政治教育的价值意蕴和实现路径[J]. 山西青年职业学院学报, 2023, 36(3): 80-83.
5	苏玉波, 杨雅琼. 劳动教育新发展的关键要义和价值旨归[J]. 山东青年政治学院学报, 2023, 39(1): 41-45.
6	郑林, 李勇军, 迟明艳, 等. 案例教学在药学专业学位硕士研究生培养中的探索与实践[J].高教学刊, 2022, 8(6): 83-87.
7	于晓波, 孙爱华, 王琰, 等. 检验医学与生命组学协同发展的机遇和挑战[J]. 中华检验医学杂志, 2024, 47(1): 7-13.
8	马跃飞, 刘灿, 林宇岚, 等. 福建省某三甲医院检验科2006-2019 年投诉原因分析与改进思考[J]. 福建医科大学学报（社会科学版）,2021, 22(5): 18-21.
9	欧阳能良, 王伟佳, 黄福达, 等. 多措并举提升检验前质量的实践与体会[J]. 中华医院管理杂志, 2020, 36(6): 500-503.
10	孙德华, 裘宇容, 曾方银, 等. 加强检验与临床沟通，提高检验质量的体会[J]. 中国实验诊断学, 2009, 13(7): 986-987.
11	王国镇, 张铁, 曹永彤. 检验科与临床的交流沟通[J]. 中日友好医院学报, 2014, 28(2): 120, 123.
12	马红雨, 朱美财, 周金立. 搞好生化检验的全程质量控制[J]. 空军总医院学报, 2008, 24(2): 115-116, 118.
13	ABBASI F, ASGHARI Y, NIAZKHANI Z. Information adequacy in histopathology request forms: A milestone in making a communication bridge between confusion and clarity in medical diagnosis[J]. Türk patoloji dergisi, 2023, 39(3): 185-191.
14	孟月香. 浅谈临床检验分析前质量控制[J]. 医学信息, 2014, 27(4):401.
15	于建平, 王芳. 加强检验与临床的有效沟通促进医学检验质量的提高[J]. 国际检验医学杂志, 2013, 34(7): 906-907.
16	刘辉, 郑贵, 张耀铮. 医学检验专业实行长学制教育的必要性[J]. 大连医科大学学报, 2003, 25(4): 314-315.
17	冯苏娟. 持续质量改进在基层检验室标本管理中的应用[J]. 国际检验医学杂志, 2013, 34(7): 907, 912.
18	江梅, 万腊根. 信息交流是检验与临床沟通的桥梁[J]. 实验与检验医学, 2010, 28(2): 167-168, 172.
19	王彬翀, 姚红梅, 彭蓉, 等. 加强科室间沟通促进医学检验质量的提高[J]. 中国医学伦理学, 2009, 22(4): 120-121.
20	黄月兵. 中医专业本科生劳动素养多元评价体系的构建[D]. 南昌：江西中医药大学, 2023.
21	黄波, 宋君. 高校劳动教育与职业生涯教育融合的探索与实践[J].太原城市职业技术学院学报, 2021(5): 33-35.
22	张鹏程, 王小路, 李春. 黑龙江省5 所高校医学生劳动素养及其影响因素研究[J]. 中华医学教育杂志, 2022, 42(9): 778-782.
23	曹威. 劳动教育视域下高等医学院校大学生职业生涯规划方案设计研究[J]. 卫生职业教育, 2023, 41(23): 13-17.
24	KUBRUSLY M, DE AQUINO B O A, SIMONIAN T S, et al. Selfefficacy of medical students in a hybrid curriculum course (traditional and problem-based learning) and associated factors[J]. BMC medical education, 2024, 24(1): 9.
25	严锦阳, 谢天佑, 王一州, 等. 问题导向学习教学模式的体会与思考[J]. 中华诊断学电子杂志, 2024, 12(1): 61-63.
26	何京京, 黄黎霞, 王玉萍, 等. PBL 联合CBL 模式在2 型糖尿病患者胰岛素注射健康教育中的应用[J]. 中华现代护理杂志, 2024,30(4): 521-526.
27	邓间开, 陈渡波, 李来胜, 等. 批量CBL 联合PBL 教学法在检验医学实习带教中的应用[J]. 国际医药卫生导报, 2024, 30(4): 700-704.
28	蔡贞, 冯厚梅, 郑磊.“系统疾病诊断小组”工作模式对检验医师和技师能力提升的实践与思考[J]. 中华医学教育探索杂志, 2024,23(5) : 662-666.
29	张霞. 基于PBL 的劳动教育“中药溯源——麦冬”教学设计[J]. 生物学通报, 2023, 58(2): 21-24.
30	贺湘焱, 路阳, 阿力木江·麦斯依提, 等. 基于问题的学习联合基于案例的学习教学法在提升医学留学生外科临床实习中的效果研究[J].中华胃食管反流病电子杂志, 2024, 11(1): 23-26.

组别	例数/人	课堂测试成绩	课堂劳动实践评价	课后作业评价
PBL组	244	17.62±0.49	47.62±0.49	17.36±0.70
LBL组	212	12.86±1.80	43.47±1.09	13.75±1.19
t值		39.70	53.49	40.11
P值		＜0.000 1	＜0.000 1	＜0.000 1

组别	例数/人	课堂测试成绩	课堂劳动实践评价	课后作业评价
PBL组	244	17.62±0.49	47.62±0.49	17.36±0.70
LBL组	212	12.86±1.80	43.47±1.09	13.75±1.19
t值		39.70	53.49	40.11
P值		＜0.000 1	＜0.000 1	＜0.000 1

评价指标	PBL教学法评价（n=244）					LBL教学法评价（n=212）					Z值	P值
评价指标	5分	4分	3分	2分	1分	5分	4分	3分	2分	1分	Z值	P值
学习检验知识	198	30	10	6	0	200	10	2	0	0	4.273	＜0.001
提高学习兴趣	210	20	8	6	0	120	70	15	7	0	6.672	＜0.001
提高学习效率	180	40	19	4	1	116	72	17	6	1	3.858	＜0.001
提高自学能力	220	20	4	0	0	130	80	1	1	0	7.117	＜0.001
提高问题解决能力	218	15	11	0	0	135	75	2	0	0	6.117	＜0.001
提高实践操作能力	230	10	4	0	0	110	90	12	0	0	10.186	＜0.001
提高临床沟通能力	201	30	10	3	0	150	43	18	1	0	2.900	0.04
提高理论结合实践能力	215	20	9	0	0	165	42	5	0	0	2.776	0.006
提高劳动素养	227	16	1	0	0	180	24	8	0	0	2.858	0.004

评价指标	PBL教学法评价（n=244）					LBL教学法评价（n=212）					Z值	P值
评价指标	5分	4分	3分	2分	1分	5分	4分	3分	2分	1分	Z值	P值
学习检验知识	198	30	10	6	0	200	10	2	0	0	4.273	＜0.001
提高学习兴趣	210	20	8	6	0	120	70	15	7	0	6.672	＜0.001
提高学习效率	180	40	19	4	1	116	72	17	6	1	3.858	＜0.001
提高自学能力	220	20	4	0	0	130	80	1	1	0	7.117	＜0.001
提高问题解决能力	218	15	11	0	0	135	75	2	0	0	6.117	＜0.001
提高实践操作能力	230	10	4	0	0	110	90	12	0	0	10.186	＜0.001
提高临床沟通能力	201	30	10	3	0	150	43	18	1	0	2.900	0.04
提高理论结合实践能力	215	20	9	0	0	165	42	5	0	0	2.776	0.006
提高劳动素养	227	16	1	0	0	180	24	8	0	0	2.858	0.004

Please choose a citation manager

Content to export