Research on the teaching mode of "grouped PBL" in the teaching of single disease of lumbar disc herniation
“分组PBL”带教模式在腰椎间盘突出症单病种教学中的研究

摘要

目的 分析讨论“分组PBL”带教模式在腰椎间盘突出症单病种教学中的应用效果。方法 选择2023年1月-2025年1月我院临床实习生30例为研究对象，随机分为观察组（“分组PBL”带教模式）与对照组（常规带教模式），将腰椎间盘突出症作为单病种示教模型，比较两组实习生成绩考核结果与教学满意度、学习效果。结果 观察组实习生成绩考核结果[理论成绩（93.12±5.42）分，操作技能（90.14±5.37）分，学生互评（96.53±4.32）分，教师评分（92.56±2.37）分，综合素质（94.86±3.56）分]明显优于对照组（P<0.05）；观察组对于教学满意度[教学行为（28.12±2.63）分，教学节奏（27.11±2.64）分，教学效果（28.18±2.31）分，教学内容（27.32±2.33）分，课程安排（28.76±2.26）分，教学态度（27.32±2.14）分，工作责任感（28.69±2.54）分]高于对照组（P<0.05）；观察组学习效果[独立学习能力（44.96±5.47）分，团队协作能力（43.87±4.79）分，临床思维能力（45.22±5.07）分，学习自主性（45.48±4.32）分]高于对照组（P<0.05）。结论 在腰椎间盘突出症单病种教学中，采用“分组PBL”带教模式效果明显，值得广泛推广与应用。

Abstract

Objective To analyze and discuss the application effect of the "grouped PBL" teaching mode in the teaching of single disease of lumbar disc herniation.
Methods 30 clinical interns from our hospital from January 2023 to May 2025 were selected as the research subjects and randomly divided into an observation group ("grouped PBL" teaching mode) and a control group (conventional teaching mode). Lumbar disc herniation was used as a single disease teaching model, and the performance assessment results, teaching satisfaction, and learning outcomes of the two groups of interns were compared.
Results The performance evaluation results of the observation group interns [theoretical score (93.12 ± 5.42) points, operational skills (90.14 ± 5.37) points, student peer evaluation (96.53 ± 4.32) points, teacher rating (92.56 ± 2.37) points, comprehensive quality (94.86 ± 3.56) points] were significantly better than those of the control group (P<0.05); The observation group had higher satisfaction with teaching [teaching behavior (28.12 ± 2.63) points, teaching rhythm (27.11 ± 2.64) points, teaching effectiveness (28.18 ± 2.31) points, teaching content (27.32 ± 2.33) points, course arrangement (28.76 ± 2.26) points, teaching attitude (27.32 ± 2.14) points, and work responsibility (28.69 ± 2.54) points] than the control group (P<0.05); The learning effect of the observation group [independent learning ability (44.96 ± 5.47) points, teamwork ability (43.87 ± 4.79) points, clinical thinking ability (45.22 ± 5.07) points, learning autonomy (45.48 ± 4.32) points] was higher than that of the control group (P<0.05).
Conclusion   In the teaching of single disease of lumbar disc herniation, the use of the "grouped PBL" teaching mode has significant effects and is worthy of wide promotion and application.