摘要
目的观察以问题为基础的教学法(problem based learning,PBL)联合步进式案例教学法(case based learning,CBL)与传统的以讲授为基础的教学法(lecture based learning,LBL)在心血管内科临床实习教学中的教学效果。方法2016年6月—2017年6月将在该院进行临床实习的临床医学专业本科生70名,随机分为两组,对照组应用以讲授为基础教学法;干预组应用以PBL教学法联合步进式CBL教学法进行临床实习教学。并采用调查表方式对实习前后学生对心血管内科专业相关认知水平进行调查。在实习结束后进行带教老师满意度调查,并采取理论考试方式对实习学生实习效果进行评价。并随访本科生毕业后参加临床执业医师考试通过率情况。结果应用PBL教学法联合步进式CBL教学法的学生实习结束时的考试成绩高于传统的LBL教学法(84.1±6.7)分vs(80.1±7.4)分,差异有统计学意义(P<0.05)。对带教老师的满意度两组间比较,差异无统计学意义(P>0.05)。应用PBL教学法联合步进式CBL教学法组的学生参加执业医师通过率高于对照组,但两组比较差异无统计学意义(P>0.05)。结论应用PBL教学法联合步进式CBL教学法可以提高学生的学习成绩,提高学生对心血管内科相关知识掌握水平,提高学生对心血管内科专业的兴趣程度。
Objective To observe the teaching effect of the problem based learning(PBL)combined with step-wise case based learning(CBL)in cardiovascular clinical practice teaching,compared with the lecture based learning(LBL).Methods From June 2016 to June 2017,70 undergraduates majoring in clinical medicine who will conduct clinical internships in the hospital will be randomly divided into two groups.The control group used teaching-based teaching methods.The intervention group applied PBL teaching method combined with step-by-step CBL teaching method for clinical practice teaching.In addition,a questionnaire was used to investigate the students'cognitive level of cardiovascular medicine before and after the internship.After the internship is over,the teacher's satisfaction survey will be conducted,and the theoretical examination will be used to evaluate the internship effect of the intern students.And follow up the passing rate of undergraduates who participated in the examination of clinical practicing physicians after graduation.Results The test scores of students who applied the PBL teaching method combined with the step-by-step CBL teaching method at the end of the internship were higher than the traditional LBL teaching method(84.1±6.7)points vs(80.1±7.4)points,the difference was statistically significant(P<0.05).There was no statistically significant difference between the two groups in the satisfaction of teaching teachers(P>0.05).The passing rate of undergraduate students taking the examination of clinical medical practitioners after graduation in the PBL combined withstep-wise CBL teaching method group was higher than that of the control group,but the difference between the two groups was not statistically significant(P>0.05).Conclusion The application of the PBL combined with step-wise CBL teaching method may improve students'academic performance,improve the level of students to master knowledge about cardiovascular medicine,and the students'interest in cardiovascular medicine professional.
作者
盛建龙
刘妮娜
许邦龙
何非
程诚
SHENG Jianlong;LIU Nina;XU Banglong;HE Fei;CHENG Cheng(Department of Cardiovascular Medicine,the Second Affiliated Hospital of Anhui Medical University,Hefei,Anhui Province,230601 China;Department of Endocrinology,the Second Affiliated Hospital of Anhui Medical University,Hefei,Anhui Province,230601 China)
出处
《中国卫生产业》
2021年第23期14-18,共5页
China Health Industry
基金
2015年安徽省高等学校省级质量工程教学研究项目(2015jyxm105)
安徽医科大学青年教师教学研究项目(2015-127)。
