【摘要】 目的 評價以問題為基礎式學習與病例討論式學習在“臨床風險篩查”培訓教學過程中的應用效果。 方法 2010年6月-2011年7月，聯合應用兩種教學方法對參訓醫學生進行培訓，然后進行臨床資料采集、資料整理等實踐活動。最后，對學生培訓效果進行總結。 結果 共培訓醫學生50人，并對398例患者進行營養風險篩查。45人（90%）參與者認為此教學方式能激發自身主動學習興趣，40人（80%）認為通過此次培訓能夠使學生逐步建立科學研究的思維方式，但有20人（40%）認為短期內采用兩種教學方式能夠對論文寫作、統計學理論和實踐等方面能力的提高有促進作用。影響醫學生科研能力培訓效果的主要因素集中體現在學習任務量的加重、對新教學方法不適應、自學能力三方面。 結論 聯合應用問題為基礎式學習與病例討論式學習教學模式，在提高醫學生學習主動性、積極性、團隊合作及人際溝通能力等方面有優勢，但尚存部分問題需要進一步解決。【Abstract】 Objective To explore the effectiveness of problem-based learning (PBL) and case-based study (CBS) in clinical nutritional risk screening training program. Methods All the students were trained by the combination methods of PBL and CBS. Clinical assessment, data collection and the collection of samples were conducted by the students. Finally, the impact of the new teaching strategy was assessed. Results From June 2010 to July 2011, there were a total of 50 students who attended the training program from various departments, and 398 patients were screened for nutritional risk. Forty-five students (90%) thought that this teaching method could inspire their interest in study; 40 students (80%) thought that this teaching method could help them establish a scientific way of thinking. Students who thought this teaching methodology could contribute to their enhancement of writing and statistical skills accounted for only 40 percent of the total enrollment. “High learning burden”, “difficulty in adapting to the new teaching methods” and “the ability of self-study” were the main factors which affected the motivation of students. Conclusions Combined applications of PBL and CBS have advantages in improving students′ learning initiative and enthusiasm, and developing the abilities of team cooperation and interpersonal communication skills. However, there are still some issues that need to be addressed.
