摘要
目的:探讨LBL-PBL-CBL教学法在外科学总论教学中应用效果。方法:选取79例2018级临床医学专业本科生,按照随机数字表法分为A组39例和B组40例。A组采用LBL-PBL-CBL教学法,B组采用传统LBL教学法,通过理论考试、技能考核和反馈问卷评价教学效果。结果:LBL-PBLCBL教学法的理论成绩、案例分析成绩均优于传统LBL教学法,两组比较差异有统计学意义(P<0.05);LBL-PBL-CBL教学法在专业兴趣培养、临床思维分析能力、自我学习能力与满意度方面均优于传统LBL教学法,两组比较差异有统计学意义(P<0.05)。结论:LBL-PBL-CBL教学法在外科学总论教学中有明显优势,值得在教学中使用及推广。
Objective:To investigate the teaching effect of apply LBL-PBL-CBL teaching method to general surgery pandect teaching.Methods:79 students of 2018 undergraduates majoring in clinical medicine were randomized into the Group A(39 cases)and Group B(40 cases).Group A adopted LBLPBL-CBL teaching method,Group B adopted traditional LBL teaching mode.The teaching effects were evaluated by theoretical examinations,skills assessment and feedback questionnaires.Results:The test scores of theories and scores of clinical case study in the LBL-PBL-CBL teaching mode were better than those of traditional LBL teaching mode,which were of significances(P<0.05);furthermore,the LBLPBL-CBL teaching mode performed better in professional interest cultivation,clinical thinking and analysis ability,self-learning ability and satisfaction degree,and the difference were statistically significant compared with those of the traditional LBL teaching mode(P<0.05).Conclusion:LBL-PBL-CBL teaching mode has more advantages in general surgery pandect teaching,which is worth of applying and popularizing in clinical teaching.
作者
马珂
肖南
黎晓霜
廖明德
MA Ke;XIAO Nan;LI Xiaoshuang;LIAO Mingde(Dept.of Plastic surgery,the 1st Affiliated Hospital of Guangxi Medical University,Nanning 530021,China;Dept.of General Surgery,the 1st Affiliated Hospital of Guangxi Medical University,Nanning 530021,China)
出处
《华夏医学》
CAS
2022年第2期162-165,共4页
Acta Medicinae Sinica
