摘要
目的探究Seminar-以案例为导向的教学法(case-based learning,CBL)结合模拟教学法在肿瘤康复教学中的效果。方法采取随机数字表法对2018年6月—2020年6月在滨州医学院附属医院肿瘤科学习的120名医学生,每组各60名,对照组给予常规教学法,观察组给予Seminar-CBL结合模拟教学法,对比2组学生实施不同教学方法后的操作成绩及理论成绩、学生自我评价结果、实施教学方法前后的批判性思维能力评分以及沟通能力评分。结果与对照组相比,观察组学生操作成绩及理论成绩均较高,差异有统计学意义(P<0.05)。自主学习能力及自主思考能力显著提升、对肿瘤康复知识与技术有更深的掌握、合作性学习能力提升、利用学习资源的能力提升、批判性思维能力基本形成、制定科学合理康复方案的能力提升、发现及解决问题的能力提升、对临床病例及临床实习知识理解更加深入的学生所占比例较高,差异有统计学意义(P<0.05)。2组教学后与教学前相比,批判性思维能力评分以及沟通能力评分均较高,与对照组教学后相比,观察组批判性思维能力评分以及沟通能力评分均较高,差异有统计学意义(P<0.05)。结论Seminar-CBL结合模拟教学在肿瘤康复教学中可明显提高教学成绩,学生自我评价结果更好,同时也提高了其综合能力。
Objective To explore the effectiveness of Seminar case-based learning(CBL)combined with simulation teaching method in tumor rehabilitation teaching.Methods Adopting random number table method,120 medical students who studied in the department of oncology of the Affiliated Hospital of Binzhou Medical College from June 2018 to June 2020 were divided into two groups,with 60 students in each group.The control group received conventional teaching method,while the observation group received Seminar-CBL combined with simulation teaching method.The operation performance and theoretical scores of the two groups of students after implementing different teaching methods were compared,as well as the self-evaluation results of the students,the critical thinking ability and communication ability scores before and after implementing teaching methods.Results Compared with the control group,the observation group students had higher operational and theoretical scores,and the difference was statistically significant(P<0.05).The proportion of students with significantly improved self-learning and independent thinking abilities,deeper mastery of tumor rehabilitation knowledge and technology,enhanced collaborative learning ability,improved ability to utilize learning resources,basic formation of critical thinking ability,improved ability to formulate scientific and reasonable rehabilitation plans,improved ability to discover and solve problems,and deeper understanding of clinical cases and clinical internship knowledge was relatively high,the difference was statistically significant(P<0.05).Compared with before teaching,the scores of critical thinking ability and communication ability were higher in the two groups after teaching.Compared with the control group after teaching,the observation group had higher scores of critical thinking ability and communication ability,and the difference was statistically significant(P<0.05).Conclusion The Seminar-CBL combined with simulation teaching method in tumor rehabilitation teaching can signifi
作者
杨志敏
杨婷婷
刘俊丽
张盼盼
周菲菲
王越
YANG Zhimin;YANG Tingting;LIU Junli;ZHANG Panpan;ZHOU Feifei;WANG Yue(Department of Oncology,Binzhou Medical College Hospital,Binzhou Shandong 256600,China)
出处
《中国继续医学教育》
2024年第3期35-38,共4页
China Continuing Medical Education
基金
山东省自然科学基金项目(ZR2019PH091)。
关键词
SEMINAR
CBL教学法
模拟教学
肿瘤科
自我评价
综合能力
Seminar
CBL teaching method
simulated teaching
oncology department
self evaluation
comprehensive ability
