摘要
目的 探索思维导图辅助CBL联合PBL教学模式在心内科见习教学中的应用效果。方法 选取2020年7—8月在郑州大学第一附属医院心内科见习的60名临床医学(五年制)专业大四年级医学生,随机分为三组。A组(n=20)采用思维导图辅助CBL联合PBL教学模式,B组(n=20)采用CBL联合PBL教学模式,C组(n=20)采用传统教学模式。见习结束后,通过比较三组理论考核成绩、病例分析成绩、学生对教学的满意度评分,评价教学效果。结果 A组、B组、C组学生性别、年龄等一般资料比较,差异无统计学意义(P>0.05)。A组和B组理论考核成绩、病例分析成绩、满意度评分均高于C组(P<0.05)。A组与B组相比,A组理论考核成绩(42.4±2.2)分,优于B组的(40.6±1.7)分(P=0.015);A组病例分析成绩(43.4±1.9)分,优于B组的(41.0±2.6)分(P=0.001);A组满意度评分(90.6±3.1),高于B组的(85.9±4.6)分(P<0.001)。结论 CBL联合PBL教学模式可提高对本科生见习带教的效果,思维导图辅助CBL联合PBL教学模式效果更好,能够有效帮助学生掌握基础理论知识,激发学生学习兴趣,提高学生分析问题和解决问题的临床实践能力。
Objective To explore the application effect of mind mapping assisted CBL com-bined with PBL teaching mode in probation teaching of cardiology department. Methods 60 Grade 4 medical undergraduates from the major of Clinical Medicine(5-year program) who were on probation in the Department of Cardiology of the First Affiliated Hospital of Zhengzhou University from July to August 2020 were selected and randomly divided into three groups. Group A used mind mapping assisted CBL combined with PBL teaching mode(n=20), group B used CBL com-bined with PBL teaching mode(n=20), and group C used traditional teaching mode(n=20). At the end of the probation, teaching effects were evaluated by comparing the theoretical assessment scores, case analysis scores and students’ satisfaction scores with teaching in the three groups. Results There was no significant difference in gender, age and other general information of students in group A, B and C(P>0.05). Scores of the theoretical assessment, case analysis and sati-sfaction of group A and B were higher than those of group C(P<0.05). The theoretical assess-ment result of group A(42.4±2.2) was better than that of group B(40.6±1.7)(P=0.015), and the case analysis result of group A(43.4±1.9) was better than that of group B(41.0±2.6)(P=0.001). The satisfaction score of group A(90.6±3.1) was higher than that of group B(85.9±4.6)(P<0.001). Conclusion CBL combined with PBL teaching mode can significantly improve the teaching effect. Mind mapping assisted CBL combined with PBL teaching mode has a better teaching effect, which can help students quickly and comprehensively master basic theoretical knowledge, motivate their learning interest, and improve their clinical practice ability in analyzing and solving problems.
作者
张文静
刘刚琼
吴卓葳
上官佳红
朱晓丹
白雪洋
郑颖颖
张辉
刘会范
ZHANG Wenjing;LIU Gangqiong;WU Zhuowei;SHANGGUAN Jiahong;ZHU Xiaodan;BAI Xueyang;ZHENG Yingying;ZHANG Hui;LIU Huifan(The First Affiliated Hospital of Zhengzhou University,Zhengzhou 450052,China)
出处
《中国医学教育技术》
2023年第1期84-87,共4页
China Medical Education Technology
基金
河南省医学教育研究项目(Wjlx2020536)
2020年河南省医学科技攻关计划项目(RKX202001008)
2020年郑州大学校级教育教学改革研究与实践项目(2020zzuJXLX055)。
