案例式教学与循证思维相结合构建血液学检验教学新方法  

Application of combining CBL with evidence-based thinking in hematologic laboratory technique teaching

作　　者：张英杰[1] 李玉云[1] 郝艳梅[1] 禹莉[1] 徐慧[1] 马芳[1] ZHANG Yingjie;LI Yuyun;HAO Yanmei;YU Li;XU Hui;MA Fang(Laboratory Department of Bengbu Medical College,Anhui,Bengbu 233030,China)

机构地区：[1]蚌埠医学院检验系,安徽蚌埠233030

出　　处：《包头医学院学报》2018年第3期122-124,共3页Journal of Baotou Medical College

基　　金：安徽省质量工程项目卓越人才教育培养计划项目(2016zjjh041)

摘　　要：目的:本研究考察案例式教学与循证思维相结合的教学方法应用于临床血液学检验技术课程教学以及对教学效果的影响。方法:将2015级的医学检验技术专业学生分为对照组和观察组,观察组采用案例式教学与循证思维相结合的教学方法,对照组采用常规教学方法,最后以考试、调查问卷和回访的方式统计数据并分析结果。结果:学生普遍对案例式教学与循证思维相结合教学方法认可,>90%的学生认为此种教学方法新颖,有助于对理论知识的理解和记忆,能更好地贴近临床。对照组考生考试平均分数为(84.5±5.8)分,观察组为(87.1±6.3)分;对照组病例分析平均分为(87.3±6.4)分,观察组为(92.4±4.3)分;对照组实验技术操作平均分(88.8±2.4)分,观察组为(90.3±4.6)分。各项考核指标观察组分数均高于对照组(P<0.05)。实践能力的回访结果显示,观察组学生在实习阶段遇到临床实例时体现出较强的分析问题和解决问题的能力。结论:采用案例式教学与循证思维相结合的教学方法应用于临床血液学检验技术教学,一定程度上提高了医学检验专业学生的检验技能、病例分析能力,培养学生提出、分析和解决问题的能力以及独立思考的能力。Objective:To investigate the effect of combining case-based learning(CBL)with evidence-based thinking in hematologic laboratory technique teaching and the influence of the teaching result.Methods:Students of grade 2015 who majored in Medical laboratory technology were divided into the observation group and the control group.The observation group was taught by CBL combined with evidence-based thinking teaching method while the control group was taught by traditional teaching method,with the teaching effectiveness evaluated by the examination scores,questionnaires and return visits.Results:The method of CBL combined with evidence-based thinking in teaching was accepted by most students.This method could help students to understand and memorize theoretical knowledge,closer to clinical medicine.The average scores of the examination in the observation group and the control group were(87.1±6.3)and(84.5±5.8)respectively;the average scores of clinical case analysis in the observation group and the control group were(92.4±4.3)and(87.3±6.4)respectively;the average scores of experimental technique operation in the observation group and the control group were(90.3±4.6)and(88.8±2.4)respectively(P<0.05).All the scores of the observation group were higher than those of the control group.The results of the return visits showed that the students in the observation group had great ability to analyze and solve problems when meeting clinical cases.Conclusion:Combining CBL with evidence-based thinking can improve the effect of hematologic laboratory technique teaching and enhance the students'ability to analyze and solve problems when they meet clinical cases.

关 键 词：案例式教学 循证思维 血液学检验技术 

分 类 号：G642[文化科学—高等教育学] R-4[文化科学—教育学]