摘要
目的:研究CBL-PBL结合的教学模式在八年制医学生急诊医学见习教学中的应用价值。方法:选择八年制临床医学专业见习学生87名,随机分为两组。实验组共44人,采用CBL-PBL结合的教学模式,对照组共43人,采用传统的LBL教学模式。课后对两组学生进行考核,比较两组学生理论与实践综合能力的考核成绩,并通过调查问卷的方法,评价教学的质量。结果:实验组基础理论成绩(45.1±4.9)与对照组基础理论成绩(43.4±5.2)比较,差异无统计学意义(P>0.05);实验组病例分析成绩(44.7±4.2)、临床诊疗技能成绩(35.3±4.4)、急救技术操作成绩(54.3±4.8)均分别高于对照组病例分析成绩(36.6±3.3)、临床诊疗技能成绩(29.6±3.9)、急救技术操作成绩(46.4±4.6),且差异有统计学意义(P<0.01)。实验组与对照组比较,教学模式满意度[(9.1±0.86)vs(7.8±0.63)]、激发学习兴趣[(8.8±0.76)vs(6.1±0.53)]、建立临床思维[(9.3±0.77)vs(7.3±0.67)]、强化急救技能[(8.9±0.83)vs(7.7±0.73)]、提高医患沟通能力[(9.2±0.85)vs(7.2±0.69)]、提高团队合作能力[(9.1±0.75)vs(7.2±0.69)]六个方面的评分差异均具有统计学意义(P<0.01)。结论:在急诊医学临床见习教学中,CBL结合PBL的教学方法要明显优于传统教学方法。
Objective ： To evaluate the value of CBL-PBL teaching method in clinical probation of the 8-year medical program. Methods ： 87 students in clinical probation of the 8-year medical program were involved and randomly divided into two groups： The control group （43 students） and The experimental group （44 students）. The students in experimental group were trained with CBL-PBL method, while the students in control group were trained with LBL method. Their examination scores of theoretical knowledge and practical ability were evaluated after training.We also evaluated the quality of teaching with investigation questionnaire. Results ： There were no statistical difference in the results of basal theoretical knowledge between the two groups. The scores of case analysis （44.7±4.2）, clinical diagnosis and treatment （35.3 ±4.4 ） , emergency technology （54.3 ±4.8 ）in the experimental group were better than which in the control group [ the scores were respectively （36.6±3.3）, （29.6±3.9）, （46.4±4.6）, P〈0.01 ]. The scores of investigation questionnaire in the experimental group were significantly better than that in the control group in results of the satisfaction of teaching model [ （9.1±0.86） vs （ 7.8±0.63 ）, P〈0.01 ], the excitation of learning interest [ （8.8±0.76） vs （ 6.1 ±0.53 ）, P〈0.01 ], the establish of elinical thought [ （9.3±0.77） vs （7.3±0.67）, P〈0.01 ], the strengthen of emergency technology [ （ 8.9±0.83 ） vs （7.7±0.73）, P〈0.01], the enhaneement of doetor-patient communieation [ （9.2±0.85） vs （7.2±0.69）, P〈0.01 ] and the enhaneement of team cooperation [ （ 9.1±0.75 ） vs （7.2±0.69）, P〈0.01 ]. Conclusion ： The value of CBL-PBL teaching method were better than traditional LBL teaching method in clinieal probation of the 8-year medical program.
作者
周天恩
曾朝涛
陆燕华
蒋龙元
ZHOU Tian-en;ZENG Chao-tao;LU Yanhua;JIANG Long-yuan(Department of Emergency,Sun Yat-sen Memorial Hospital,Sun Yat-sen University,Guangzhou 510120;Department of Prevention and Health Care,Sun Yat-sen Memorial Hospital,Sun Yat-sen University,Guangzhou)
出处
《岭南急诊医学杂志》
2018年第5期470-473,共4页
Lingnan Journal of Emergency Medicine
