CBL-PBL整合教学法在颈椎病临床见习教学中的应用
|
摘要
目的评价基于临床案例为基础的教学模式(CBL)-基于以问题为基础教学模式(PBL)整合教学法对颈椎病临床见习教学效果,为临床教学提供参考。方法本研究共纳入100名在我科参加临床见习的2013级本科实习生,随机分为实验组和对照组各50名,实验组及对照组分别采用CBL-PBL整合教学法和传统LBL教学法进行课堂讲授。考核并比较两组理论知识、病例分析能力、临床技能操作能力的成绩,自拟调查问卷评价并比较两组的临床见习兴趣、医患沟通、自主学习规划、查阅文献、临床思维能力以及临床教学效果。结果 CBL-PBL整合教学组在理论知识、技能操作考核等方面的成绩均高于传统LBL教学组,差异有统计学意义(P<0.05);CBL-PBL整合教学组的临床见习生在临床实习兴致、医患沟通能力、自主学习规划能力、查阅文献能力等方面及对教学方法的评价调查均高于传统的LBL教学组,两组间的差异具有显著的统计学意义(P<0.05)。结论采用CBL-PBL整合教学法有助于提升学生的见习积极性,能提高颈椎病临床见习教学质量,是培养复合型医学人才的重要措施,CBL-PBL整合教学法值得在医学教育中进一步推广。
Objective To explore the application of combining Case-based Learning(CBL)and Problem-based Learning(PBL)in the Clinical Teaching of Cervical spondylosis,in order to provide a useful reference for clinical teaching. Methods A total of 100 Undergraduate students of the Grade 2013 were averagely divided into the experimental group and the control groupfor the clinical trainingof Cervical spondylosis.The students in experimental group were trained with CBL combined with PBL(CBL-PBL)approach,while the control group were trained with the traditional LBL approach.All participants were examined for their theoretical knowledge,practical,and Case analysis abilities using investigative questionnaires in order to evaluate the two teaching methods for their quality after training.Both groups were assessed after their internship program,and the two teaching models accessed for qualities such as improvement of doctor-patient communication,independent learning and planning,literature review ability,and the development of clinical thinking ability via the use of performance analysis indicators. Results The results showed that the experimental(CBL-PBL)group had better results compared to those in the control(traditional LBL teaching)group in terms of their theoretical knowledge,skills and operation assessment,and the difference was statistically significant(P<0.05).Also,the interest in clinical practice,the improvements in doctors-patientscommunicationability,autonomous Learning and Planning Ability,the capability to consult available literature,the clinical knowledge and thinking ability,and the satisfactory rates with the teaching methods were better in the CBL-PBL group than those of the LBL group,with a statistically significant difference(P<0.05). Conclusion The application of CBL combined with PBL teaching method can help improve students' enthusiasm for clinical practice,improve the effect of teaching,understanding and the clinical practice of Cervical spondylosis cases,which in turn will provide an important measure for the training of medical talents.Therefore integrated teaching with the CBL-PBL should be considered worthy of further promotion in medical education.
Objective To explore the application of combining Case-based Learning(CBL)and Problem-based Learning(PBL)in the Clinical Teaching of Cervical spondylosis,in order to provide a useful reference for clinical teaching. Methods A total of 100 Undergraduate students of the Grade 2013 were averagely divided into the experimental group and the control groupfor the clinical trainingof Cervical spondylosis.The students in experimental group were trained with CBL combined with PBL(CBL-PBL)approach,while the control group were trained with the traditional LBL approach.All participants were examined for their theoretical knowledge,practical,and Case analysis abilities using investigative questionnaires in order to evaluate the two teaching methods for their quality after training.Both groups were assessed after their internship program,and the two teaching models accessed for qualities such as improvement of doctor-patient communication,independent learning and planning,literature review ability,and the development of clinical thinking ability via the use of performance analysis indicators. Results The results showed that the experimental(CBL-PBL)group had better results compared to those in the control(traditional LBL teaching)group in terms of their theoretical knowledge,skills and operation assessment,and the difference was statistically significant(P<0.05).Also,the interest in clinical practice,the improvements in doctors-patientscommunicationability,autonomous Learning and Planning Ability,the capability to consult available literature,the clinical knowledge and thinking ability,and the satisfactory rates with the teaching methods were better in the CBL-PBL group than those of the LBL group,with a statistically significant difference(P<0.05). Conclusion The application of CBL combined with PBL teaching method can help improve students' enthusiasm for clinical practice,improve the effect of teaching,understanding and the clinical practice of Cervical spondylosis cases,which in turn will provide an important measure for the training of medical talents.Therefore integrated teaching with the CBL-PBL should be considered worthy of further promotion in medical education.
引文
[1]王正伟.现代理念引领医学教育的发展与变革[J].当代教研论丛,2017,(11):31.
[2]周仑,郑凯,凃玲,等.PBL教学法结合CBL教学法在老年医学教学中的应用[J].中国病案,2017,18(05):73-75.
[3]王雪鹏.CBL教学模式在神经外科临床实习教学中的应用研究[J].中国实验诊断学,2018,12(22):2210-2212.
[4]李礼,王晓彦,王立金.医学生学习倦怠现状调查[J].蚌埠医学院学报,2017,42(3):367-369,373.
[5]张亚超,米术斌,张凤英,等.90后独生子女医学生学习倦怠现状及影响因素分析[J].卫生软科学,2017,31(2):43-46.
[6]叶雨,王柏磊.PBL结合典型病例教学法在急诊心肺脑复苏教学中的应用研究[J].蛇志,2012,24(2):223-225.
[7]孙煌,彭云珠,戴青原.PBL结合CBL教学法在心内科见习带教中的应用和效果评价[J].继续医学教育,2018,32(9):36-38.
[8]吴彦青.CBL结合PBL教学模式在ICU临床带教中的探索应用[J].继续医学教育,2018,32(11):37-39.
[9]刘英,张吉,周英惠.CBL+PBL教学法在临床专业男生妇产科学见习教学中的应用[J].广西中医药大学学报,2018,(4):111-114.
[10]李俊杰,李霄,赵威,等.CBL联合PBL教学模式在普通外科教学中的应用[J].基础医学教育,2013,15(4):410-413.
[11]Aljarallah B,Hassan M S.Problem based learning(PBL)vs.Case based curriculum in clinical clerkship,Internal Medicine innovated Curriculum,Student prospective[J].Int J Health Sci(Qassim),2015,9(2):147-152.
[2]周仑,郑凯,凃玲,等.PBL教学法结合CBL教学法在老年医学教学中的应用[J].中国病案,2017,18(05):73-75.
[3]王雪鹏.CBL教学模式在神经外科临床实习教学中的应用研究[J].中国实验诊断学,2018,12(22):2210-2212.
[4]李礼,王晓彦,王立金.医学生学习倦怠现状调查[J].蚌埠医学院学报,2017,42(3):367-369,373.
[5]张亚超,米术斌,张凤英,等.90后独生子女医学生学习倦怠现状及影响因素分析[J].卫生软科学,2017,31(2):43-46.
[6]叶雨,王柏磊.PBL结合典型病例教学法在急诊心肺脑复苏教学中的应用研究[J].蛇志,2012,24(2):223-225.
[7]孙煌,彭云珠,戴青原.PBL结合CBL教学法在心内科见习带教中的应用和效果评价[J].继续医学教育,2018,32(9):36-38.
[8]吴彦青.CBL结合PBL教学模式在ICU临床带教中的探索应用[J].继续医学教育,2018,32(11):37-39.
[9]刘英,张吉,周英惠.CBL+PBL教学法在临床专业男生妇产科学见习教学中的应用[J].广西中医药大学学报,2018,(4):111-114.
[10]李俊杰,李霄,赵威,等.CBL联合PBL教学模式在普通外科教学中的应用[J].基础医学教育,2013,15(4):410-413.
[11]Aljarallah B,Hassan M S.Problem based learning(PBL)vs.Case based curriculum in clinical clerkship,Internal Medicine innovated Curriculum,Student prospective[J].Int J Health Sci(Qassim),2015,9(2):147-152.