摘要
目的 探讨病例式教学法在神经外科临床实习教学中的应用效果.方法 将神经外科实习生随机分为CBL教学法组(实验组)和传统教学法(对照组),比较两组学生的考核成绩以及对教学效果的评价.结果 结果提示实验组学生理论知识成绩明显优于对照组,差异具有统计学意义[(19.27±1.58)vs(18.00±1.69),t=-2.12,P<0.05];实验组学生病例分析成绩也明显优于对照组,差异具有统计学意义[(20.53±2.56)vs(18.20±1.47),t=-3.06,P<0.01];实验组学生临床操作成绩明显优于对照组,差异具有统计学意义[(20.47±1.69)vs(19.13±0.92),t=-2.69,P<0.05];实验组学生病历书写成绩明显优于对照组,差异具有统计学意义[(20.33±1.88)vs(18.80±1.74),t=-2.32,P<0.05].两组学生认为这两种教学方式均有助于知识点的理解和识记,两组之间差异无统计学意义(P=0.109).但实验组学生认为本组的教学方式更贴合临床应用,能够达到较好的教学效果的人数占比明显高于对照组,差异有统计学意义(P<0.05).结论 相比传统教学模式,CBL教学法可以有效地激发学生的探索欲及求知欲,有效提高学习效率,帮助学生建立起临床诊疗思维.
Objective To investigate the effect of case-based learning(CBL)teaching model in neurosurgery clinical practice teaching.Methods Neurosurgery interns were randomly divided into CBL teaching method group(experimental group)and traditional teaching method(control group).The assessment results and teaching effect of the two groups were compared.Results The results showed that the theoretical knowledge score of the experimental group was significantly better than that of the control group,the difference was statistically significant[(19.27±1.58)vs(18.00±1.69),t=-2.12,P<0.05];the case analysis score of the experimental group was significantly better than that of the control group,the difference was statistically significant[(20.53±2.56)vs(18.20±1.47),t=—3.06,P<0.01];the clinical operation score of the experimental group was significantly better than that of the control group,the difference was statistically significant[(20.47±1.69)vs(19.13±0.92),t=-2.69,P<0.05];the score of medical record writing of experimental group was significantly better than that of control group,the difference was statistically significant[(20.33±1.88)vs(18.80±1.74),t=-2.32,P<0.05].Students in both groups believed their teaching method was conducive to the understanding and memorization of knowledge points,there was no significant difference between the two groups(P=0.109).The proportion of students in the experimental group who think that the teaching method of this group is fit for clinical application,and can achieve better teaching effect is significantly higher than that of the control group,the difference is statistically significant(P<0.05).Conclusion Compared with the traditional teaching mode,CBL teaching model can effectively stimulate students*desire for exploration and knowledge,effectively improve learning efficiency,and help students establish clinical diagnosis and treatment thinking.
作者
孙青
李金泉
陈罡
SUN Qing;LI Jin-quan;CHEN Gang(Department of Neurosurgery,The First Affiliated Hospital of Soochow University,Suzhou,Jiangsu,215006,China)
出处
《中国血液流变学杂志》
CAS
2020年第2期228-230,245,共4页
Chinese Journal of Hemorheology
基金
国家自然科学基金面上项目(81971117)
江苏省青年医学重点人才计划(QNRC2016727)。
关键词
病例式教学法
神经外科
临床教学
case-based learning
neurosurgery
clinical teaching
