中文摘要：

目的 探讨模拟案例结合以问题为中心的教学法（PBL）在医学生高级心血管生命支持（ACLS）教学中的效果.方法 选择2014年9月-2015年6月在北京安贞医院实习的2010级临床医学专业学生60例作为研究对象,男性36例,女性24例.随机分为对照组（30例）和实验组（30例）进行ACLS培训,对照组采用传统的教学法,实验组采用模拟案例结合PBL教学法,培训结束后,进行理论考核、现场模拟考核、团队表现的评估.结果 模拟案例结合PBL教学的实验组医学生培训后理论成绩较对照组显著升高[（87.1±6.3）分 vs. （78.1±9.9）分],现场模拟考核成绩也较之显著升高[（84.1±9.5）分vs. （73.4±9.1）分],差异有显著统计学意义（P均〈0.01）.实验组医学生培训后,领导和团队协作、言语信息交流、互动表现监督均较对照组显著升高（P均〈0.01）.结论 模拟案例结合PBL教学法进行ACLS培训,可以显著提高医学生ACLS的教学效果.

英文摘要：

Objective To discuss the result of case-simulated teaching combining problem-based learning（PBL） in teaching of advanced cardiovascular life support （ACLS） for medical students. Methods The medicalstudents of grade 2010 （n=60, male 36 and female 24） were chosen from Sept. 2014 to Jun. 2015. All students weredivided into control group and test group （each n=30） and given ACLS training. The traditional teaching methodwas used in control group and case-simulated teaching combining PBL was used in test group. After the training,the reviews on theory assessment, field simulation assessment and team performance were conducted. ResultsThe theoretical achievements were significantly increased [（87.1±6.3） vs. （78.1±9.9）] and achievements of fieldsimulation assessment were also significantly increased [（84.1±9.5） vs. （73.4±9.1）] in test group compared withcontrol group after the training （all P〈0.01）. Compared with control group, the performance of leadership and teamcoordination, verbal information communication and interactive performance monitoring were significantly improvedin test group after the training （all P〈0.01）. Conclusion The method of case-simulated teaching combining PBLcan significantly improve the teaching results in ACLS training for medical students.