摘要
目的探讨在实施结构性心脏病临床带教中,CBL教学法与PBL教学法联合应用对教学效果的影响。方法将该院2019年5月—2020年4月80名结构性心脏病实习生进行数字奇偶法分组;联合教学组(40名):采用CBL(case based learning,基于案例学习)+PBL(problem based learning,基于问题学习)教学法完成临床带教;对照组(40名):采用传统临床教学法完成临床带教;就组间实习效果以及实习生教学满意度评分进行对比。结果联合教学组实习生操作技能(22.29±2.52)分、专业理论(22.31±2.41)分、病历书写(22.42±1.52)分、病例分析(22.43±1.53)分以及总分(83.99±2.15)分值均高于对照组,差异有统计学意义(P<0.05);联合教学组实习生师生互动评分(90.59±2.41)分、课堂气氛(92.39±4.02)分、学习兴趣(94.14±2.59)分、临床技能提高(93.25±2.71)分、独立学习能力(93.31±3.02)分以及综合分析能力(94.02±3.11)分均高于对照组,差异有统计学意义(P<0.05)。结论CBL+PBL教学法有效运用,可使结构性心脏病临床带教效果及教学满意度显著提升,最终实现结构性心脏病实习生综合素质显著提升。
Objective To explore the influence of the combined application of CBL and PBL teaching methods on the teaching effect in the implementation of clinical teaching of structural heart disease.Methods From May 2019 to April 2020,80 interns of structural heart disease in the hospital were grouped by digital parity method;joint teaching group(40 students):CBL(case based learning,case-based learning)+PBL(problem based learning)teaching method to complete clinical teaching;control group(40 students):use traditional clinical teaching method to complete clinical teaching;compare the effect of internship between groups and the teaching satisfaction score of interns.Results Internships in the joint teaching group had operating skills(22.29±2.52)points,professional theory(22.31±2.41)points,medical record writing(22.42±1.52)points,case analysis(22.43±1.53)points,and total scores(83.99±2.15)points,were higher than those of the control group,and the difference was statistically significant(P<0.05);the joint teaching group interns scored for teacher-student interaction(90.59±2.41)points,classroom atmosphere(92.39±4.02)points,and learning interest(94.14±2.59)points,clinical skill improvement(93.25±2.71)points,independent learning ability(93.31±3.02)points,and comprehensive analysis ability(94.02±3.11)points were higher than those of the control group,and the difference was statistically significant(P<0.05).Conclusion The effective use of CBL+PBL teaching method can significantly improve the clinical teaching effect and teaching satisfaction of structural heart disease,and ultimately achieve a significant improvement in the overall quality of structural heart disease interns.
作者
魏峰
张玉顺
谢学刚
邵珲
WEI Feng;ZHANG Yushun;XIE Xuegang;SHAO Hui(Department of Structural Cardiology,the First Affiliated Hospital of Xi'an Jiaotong University,Xi'an,Shaanxi Province,710061 China)
出处
《中国卫生产业》
2021年第6期142-144,148,共4页
China Health Industry
关键词
CBL教学法
PBL教学法
结构性心脏病
临床带教
教学满意度
CBL teaching method
PBL teaching method
Structural heart disease
Clinical teaching
Teaching satisfaction
