摘要
目的探讨病例教学法(case-based learning,CBL)联合基于问题的教学法(problem-based learning,PBL)在神经外科临床医学实习阶段的教学效果。方法研究对象为2021年9月-2023年8月武汉大学人民医院神经外科实习的120名临床医学生,随机分为CBL+PBL组、PBL组、CBL组和LBL组各30名,按要求针对性教学,完成授课内容后进行综合考察与问卷调查,考试包括理论知识、病例分析、病历书写和临床操作,问卷调查对比分析各组学员日常学习情况、自我能力评价与教学方式评价的差异。结果CBL+PBL组理论知识得分为(23.37±1.61)分,病例分析为(23.87±1.33)分,病历书写为(21.33±1.77)分,临床操作为(21.30±2.00)分,均高于PBL组[(21.13±2.50)分、(20.70±2.82)分、(18.37±2.16)分、(18.27±2.45)分],差异有统计学意义(P<0.05),但CBL+PBL组仅理论知识、病例分析高于CBL组[(18.77±2.27)分、(18.33±2.01)分],差异有统计学意义(P<0.001)。调查问卷显示,CBL+PBL组每日长时间查看教材学生人数多于CBL组,差异有统计学意义(P<0.001),与PBL组相比,差异无统计学意义(P>0.05),查阅文献较多者人数较PBL组、CBL组增加,差异有统计学意义(P<0.05)。CBL+PBL组提升临床诊疗能力与CBL组相比,差异无统计学意义(P>0.05),培养文献检索阅读能力与PBL组相比,差异无统计学意义(P>0.05)。CBL+PBL组学生学习动机较PBL组、CBL组提升,差异有统计学意义(P<0.05),学习压力与其他2组相比,差异无统计学意义(P>0.05)。结论CBL联合PBL教学法能进一步提高实习生学习兴趣,全面培养创新科研思维与临床技能,促进学生理论与实践综合发展,提高神经外科实习的教学质量。
Objective To explore the teaching effect of case-based learning(CBL)combined with problem-based learning(PBL)teaching method in clinical practice of neurosurgery.Methods The study subjects were 120 clinical medical students practicing in neurosurgery department of Renmin Hospital of Wuhan University from September 2021 to August 2023.They were randomly divided into CBL+PBL group,PBL group,CBL group and LBL group.Each group contained 30 students who received targeted teaching as required,and after completing the teaching content,a comprehensive assessment and questionnaire survey were conducted.The examination included theoretical knowledge,case analysis,medical record writing and basic clinical operation.Questionnaire was used to compare the differences of students'daily learning habits,self-ability evaluation and teaching method evaluation.Results The theoretical knowledge scores of CBL+PBL group were(23.37±1.61)points,the case analysis scores were(23.87±1.33)points,the medical record writing scores were(21.33±1.77)points,and the clinical operation scores were(21.30±2.00)points,which were higher than PBL group[(21.13±2.50)points,(20.70±2.82)points,(18.37±2.16)points,(18.27±2.45)points],with statistically significant differences(P<0.05),and only the theoretical knowledge and case analysis scores of CBL+PBL group were higher than those of CBL group[(18.77±2.27)points and(18.33±2.01)points](P<0.001).The questionnaire showed that the number of students in the CBL+PBL group who viewed the textbook for an extended period of time each day was significantly higher than that of the CBL group(P<0.001),and there was no statistically significant difference with the PBL group(P>0.05),and the number of those who reviewed more literature was significantly higher than that of the PBL group and the CBL group(P<0.05).There was no significant difference between the CBL+PBL group and CBL group of enhancing clinical diagnostic and therapeutic ability(P>0.05),and there was no significant difference between the CBL+PBL group
作者
姜声明
王贵俊
廖建明
JIANG Shengming;WANG Guijun;LIAO Jianming(Department of Neurosurgery,Renmin Hospital of Wuhan University,Wuhan Hubei 430060,China)
出处
《中国继续医学教育》
2024年第16期87-93,共7页
China Continuing Medical Education
