混合式教学在心血管内科临床见习示教中的应用  

Application of blended learning in the teaching of clinical clerkship of cardiovascular internal medicine

作　　者：刘刚[1] 李响 黄毕 黄颖[1] 罗素新[1] 杨渊[1] Liu Gang;Li Xiang;Huang Bi;Huang Ying;Luo Suxin;Yang Yuan(Department of Cardiovascular Internal Medicine,The First Affiliated Hospital of Chongqing Medical University,Chongqing 400016,China)

机构地区：[1]重庆医科大学附属第一医院心血管内科,重庆400016

出　　处：《中华医学教育探索杂志》2022年第4期434-437,共4页Chinese Journal of Medical Education Research

基　　金：重庆市高等教育科学研究课题(CQGJ17008A);重庆医科大学教育教学研究项目重大委托项目(JY180102)

摘　　要：目的评估案例教学(case-based learning,CBL)、以问题为基础的学习(problem-based learning,PBL)和混合式教学(CBL+PBL)3种不同教学方法在医学生心血管内科临床见习示教中的应用效果。方法纳入大学三年级学生共175名,分成3个教学组(CBL、PBL和CBL+PBL),分批次进入临床见习示教。教学结束后接受笔试与问卷调查。采用SPSS 19.0处理数据,组间比较用单因素方差分析或卡方检验(R×C)。结果CBL、PBL和CBL+PBL 3组学生的总平均分数依次为(15.34±2.88)(14.67±2.98)和(17.13±2.82),差异有统计学意义(P<0.05);成绩"优秀"的比例依次为27.4%(17/62)、14.5%(9/62)和58.1%(36/162)。CBL组中多数学生认为无助于训练文献查阅[70.7%(41/58)]或团队协作[82.8%(48/58)]能力;PBL组中70.9%(39/55)的人认为有助于训练文献查阅能力,但仅7.3%(4/55)的人能较好接受;而CBL+PBL组大部分学生认为有助于提高学习兴趣[64.3%(36/56)]、训练团队协作能力[62.5%(35/56)],总体接受度较好[53.6%(30/56)]。结论相对于传统CBL临床示教,PBL教学并没有吸引学生或提高成绩,而混合式教学能使学生获益,提高教学质量。Objective To evaluate the effect of three teaching methods of case-based learning(CBL),problem-based learning(PBL)and blended learning(CBL+PBL)on the teaching of clinical clerkship of cardiovascular internal medicine among medical students.Methods A total of 175 third-year medical students were divided into three groups(CBL,PBL and CBL+PBL).They entered the clinical clerkship in batches,and then received written examination and questionnaire survey after the teaching.The data were processed by SPSS 19.0 and were compared by one-way ANOVA or chi-square test(R×C)among groups.Results The total average scores of students in CBL,PBL and CBL+PBL groups were 15.34±2.88,14.67±2.98 and 17.13±2.82,respectively(P<0.05),and the proportion of students with"excellent"scores were 27.4%(17/62),14.5%(9/62)and 58.1%(36/162),respectively.Most students in CBL group did not agree that CBL helped to train literature access skills[70.7%(41/58)]or teamwork ability[82.8%(48/58)],compared with which 70.9%(39/55)in PBL group thought it helped to train literature access skills but only 7.3%(4/55)well accepted PBL.In addition,majority of students in CBL+PBL group believed it was helpful to gain learning interest[64.3%(36/56)]and train team cooperation ability[62.5%(35/56)],and[53.6%(30/56)]favored this teaching method.Conclusion Compared with traditional CBL,PBL fails to attract students or improve teaching performance;while blended learning is benefited for the students and can improve teaching quality.

关 键 词：案例教学 问题教学 混合式教学 医学生 临床示教 

分 类 号：R657[医药卫生—外科学]