案例教学法在中西医结合内科肝病教学使用效果随机平行对照研究  

Effectiveness Random Parallel Control Study in CBL Pedagogy for Teaching Liver Disease Integrated Chinese and Western Internal Medicine

作　　者：盛庆寿[1] 农慧[2] 李东发[1] 张红星[1] 陈黎[1] 涂燕云[1] 何善明[1] 

机构地区：[1]广西中医药大学附属瑞康医院肝病科,南宁530011 [2]广西中医药大学,南宁530001

出　　处：《实用中医内科杂志》2013年第1期4-5,共2页Journal of Practical Traditional Chinese Internal Medicine

基　　金：广西中医学院教学课题(编号2009A06);广西教育厅新世纪教改工程2011年项目(编号2011JGB062)

摘　　要：[目的]观察案例教学法(CBL)在中西医结合内科学肝病教学使用效果。[方法]将164名中西医结合专业本科生随机分为CBL组与传统教学法(LBL)两组,分别采用两种教学方法。[结果]CBL组在学习过程中显示出浓厚的兴趣,明显提高学习积极性和主动性,加强师生沟通;综合病案分析题及总成绩方面CBL组优于LBL组(P<0.05),基础理论考试成绩方面无显著性差异(P>0.05)。[结论]CBL可提高学生临床思维能力、分析及解决问题的能力,提高学生学习兴趣,教学效果优于LBL。[ Objective ] To Observation the effect of the case -based teaching methods （CBL） in teaching Integrated Chinese and Western Internal Medicine at hepatology course. [ Methods ] 164 combine traditional Chinese and Western medicine undergraduate students were randomly divided into CBL group and the tradi- tional teaching method （LBL） in two groups, with two kinds of teaching methods. [ Results] The CBL group of students showed a strong interest in the learning process, significantly improve the students＇enthusiasm and ini- tiative to strengthen the communication between teachers and students. CBL group was better than the LBL group in the comprehensive medical record analysis questions and the total score, the difference was statistical- ly significant （ P 〈 0.05 ） , and it showed no significant difference in the basic theory exams （ P 〉 0.05 ）. [ Conclusion] CBL pedagogy can improve students＇clinical thinking ability, and problem -solving skills, and to improve the students interest in learning. The effect of CBL teaching Method is better than LBL.

关 键 词：案例教学法 传统教学法 医学教育 中西医结合 内科学 肝病专科教学 随机平行对照研究 

分 类 号：R204.33[医药卫生—中医学]