摘要
目的探究分析案例教学法(CBL)结合多媒体教学法在超声科临床教学中的应用价值。方法选取2015年2月—2016年9月在郑州大学第二附属医院超声科学习的医生40例,随机分为观察组(20例)与对照组(20例),观察组给予案例教学法(CBL)结合多媒体教学法进行教学,对照组给予传统教学法进行教学。观察并比较两组的临床教学效果。结果观察组的临床思维(31.50±2.00)分、操作(18.00±1.50)分、超声基础知识(18.73±0.88)分以及超声专业知识(17.22±0.72)分与对照组的临床思维(24.10±1.90)分、操作(14.20±1.20)分、超声基础知识(14.60±1.60)分以及超声专业知识(12.20±0.79)分比较均升高;观察组的满意度(95.00%)高于对照组的满意度(60.00%),差异具有统计学意义(P<0.05)。结论在超声科临床教学中,应用案例教学法结合多媒体教学法进行教学的效果显著,能够有效提高医生的相关知识、操作考核评分,培养其临床思维,有一定的临床应用价值。
Objective To investigate the application value of CBL and multimedia approach on clinical teaching in ultrasound department. Methods 40 doctors in ultrasound department in The Second Affiliated Hospital of Zhengzhou University from February 2015 to September 2016 were selected and divided into observation group（20 cases） and control group（20 cases）. Observation group was given CBL and multimedia approach, control group was given conventional teaching.The teaching effect of the two groups compared. Results The point of clinical thinking of the observation group was（31.50±2.00）, the point of operation was（18.00±1.50）, the point of ultrasound basic knowledge was（18.73±0.88） and the point of professional knowledge of ultrasound clinical thinking was（17.22±0.72）, and in control group, the point of clinical thinking was（24.10±1.90）, the point of operation was（14.20±1.20）, the point of was ultrasound basic knowledge（14.60±1.60） and the point of ultrasound professional knowledge was（12.20±0.79）, the satisfaction rate in observation group（95.00%） was higher than that of the control group（60.00%）（P〈0.05）. Conclusion The application of case teaching method combined with multimedia teaching method in the clinical teaching of ultrasound, can effectively improve the knowledge and skills examination the doctor’s score, and develop their clinical thinking, which has certain clinical application value.
出处
《中国继续医学教育》
2017年第1期17-19,共3页
China Continuing Medical Education
关键词
临床教学
CBL
多媒体教学法
超声科
clinic teaching
CBL
multimedia approach
ultrasound department
