CBL联合TBL在妇产科临床见习教学中的应用分析  

Application of the CBL and TBL in the Training of Clinical Practice Teaching in Obstetrics and Gynecology

作　　者：易水晶[1] 马洁稚[1] 肖松舒[1] 邓新粮[1] 

机构地区：[1]中南大学湘雅三医院妇产科,湖南长沙410013

出　　处：《中国继续医学教育》2018年第1期19-21,共3页China Continuing Medical Education

基　　金：2015年中南大学研究生教育教学改革研究课题(2015JGB55)

摘　　要：目的在妇产科临床见习教学中探讨CBL联合TBL应用的教学效果。方法选取2013级临床五年制妇产科见习的62名学生为对照组,2014级临床五年制妇产科见习的60名学生为CBL+TBL组。通过基础理论知识以及病例分析题考核、学生问卷调查的方式分析教学效果。结果 CBL+TBL组中学生满意度较高,病例分析题成绩高于对照组(P<0.05),而代表基础理论知识的选择题和问答题成绩两组对比,差异无统计学意义(P>0.05)。结论 CBL联合TBL的方法能增加学生的参与积极性,提高沟通和团队协作能力以及临床思维,并提高教学质量。但是比较耗时,需要更多的课余时间准备课堂内容,不适用于所有课程均采用该方式。Objective To discuss the teaching efect of CBL combined with TBL in the teaching of clinical probation in obstetrics and gynecology. Methods 62 students from the 2013 grade clinical fve year obstetrics and gynecology department were selected as the control group, 60 students of grade 2014 clinical five year obstetrics and gynecology were selected as CBL＋TBL group. The teaching efect was analyzed through the basic theory knowledge, the examination of case analysis and the questionnaire survey of students. Results The degree of satisfaction of the middle school students in the CBL＋TBL group was higher than that of the control group （P 〈 0.05）, and the result of case analysis was higher than that of the control group. There was no statistically signifcant diference between the two groups of questions and questions that represented the basic theoretical knowledge and questions and answers （P 〉 0.05）. Conclusion CBL combined with TBL can increase the enthusiasm of students, improve communication and team work ability as well as clinical thinking, and improve the quality of teaching. It takes more spare time to prepare class content, but it does not apply to all courses.

关 键 词：CBL TBL 妇产科学 临床见习 教学改革 

分 类 号：G642[文化科学—高等教育学]