摘要
目的探讨儿科临床教学中采取在线问题为基础的学习模式与以案例为基础的学习模式嵌合的教学模式的实施效果。方法将某医学院2016年9月-2017年7月的五年制儿科临床实习阶段的医学生随机分为实验组e-PBL+CBL30人和对照组CBL30人,通过客观评估和主观评分法比较两组教学效果差异。结果实验组在理论考试和临床综合技能测试的评分为91.8±2.2和95.2±3.5,均显著高于对照组79.1±3.7和86.3±4.3(P<0.05);主观评价中自学能力、对文献评价能力、病史采集和实践操作能力、思维分析能力和主观能动性亦明显提高(P<0.05)。结论 e-PBL嵌合CBL教学模式有助于提高儿科临床学习和创新思维能力,值得在儿科教学革新探索中进一步推广。
Objectives To explore the effect of adopting online problem-based learning model and case-based learning model in pediatric clinical teaching. Methods Medical students from a medical school during the five-year pediatric clinical practice period from September 2016 to July 2017 were randomly divided into experimental group e-PBL＋CBL30 and control group CBL30, and the differences in teaching effects between the two groups were compared through objective evaluation and subjective evaluation. Results The scores of the experimental group on the theoretical test and the clinical comprehensive skill test were 91.8＋2.2 and 95.2＋3.5, both significantly higher than 79.1＋3.7 and 86.3＋4.3（P〈0.05）. In subjective evaluation, self-learning ability, literature evaluation ability, medical history collection and practice operation ability, thinking analysis ability and subjective initiative were also significantly improved（P〈0.05）. Conclusions The e-PBL chimeric CBL teaching mode is helpful to improve the clinical learning and innovative thinking ability of pediatrics, which is worthy of further promotion in the exploration of pediatric teaching innovation.
作者
刘亚兰
陈燕
蔡馥丞
Liu Yalan;Chen Yan;Cai Fucheng(Department of Pediatrics,Xiehe Hospital Affiliated to Tongji Medical College of Huazhong University of Science and Technology,Wuhan 430022,China)
出处
《中国病案》
2018年第11期75-77,共3页
Chinese Medical Record
基金
华中科技大学同济医学院第一临床学院项目(2016015)
