八年制医学生物理诊断学不同CBL教学方法比较  

Comparison of Different CBL Teaching Methods in Eight-Year Medical Student Physical Diagnostics

作　　者：孙丽娜[1] 闫崴[1] 沈宁[1] 张伟霞 徐伟仙[2] 徐昕晔[2] 闫秀娥[3] 索宝君 肖文华[4] SUN Li’na;YAN Wei;SHEN Ning;ZHANG Weixia;XU Weixian;XU Xinye;YAN Xiue;SUO Baojun;XIAO Wenhua(Department of Pulmonary and Critical Care Medicine,Peking University Third Hospital,Beijing 100191,China;Department of Cardiovascular Medicine,Peking University Third Hospital,Beijing 100191,China;Department of Gastroenterology,Peking University Third Hospital,Beijing 100191,China;Department of Endocrinolog,Peking University Third Hospital,Beijing 100191,China)

机构地区：[1]北京大学第三医院呼吸与危重症医学科,北京100191 [2]北京大学第三医院心血管内科,北京100191 [3]北京大学第三医院消化内科,北京100191 [4]北京大学第三医院内分泌科,北京100191

出　　处：《中国继续医学教育》2020年第2期15-18,共4页China Continuing Medical Education

摘　　要：目的探讨适合八年制医学生物理诊断的CBL教学方法。方法选择北京大学第三医院的临床医学专业八年制医学生。呼吸、循环及消化系统疾病《症状及异常体征》的物理诊断学课程分别采用不同的CBL教学方法:循环系统教学注重文献检索和知识拓展,呼吸系统教学注重基础理论知识和技能,消化系统介于两者之间。课后以学生调查问卷为主观评价,以考核成绩为客观评价。比较3种CBL教学方法的教学效果。结果共纳入49名学生。相比其它两科,循环系统CBL教学更有利于提高自学能力和团队合作能力,但是课堂内容含量多、理解及记忆难度高(P均<0.01)。呼吸系统的CBL教学方法更有利于学生掌握学习内容(P均<0.05)及复习(P均<0.05)。客观评价:简答题得分率消化系统高于呼吸系统及循环系统(P均<0.05)。结论八年制学生物理诊断学CBL教学应侧重于基础知识的巩固与应用,过多的文献检索及知识拓展增加学习负担,并没有提高学习效果。Objective To explore a more suitable CBL teaching method for eight-year medical physical diagnosis.Methods Eight-year medical students majoring in clinical medicine were selected from The Third Hospital of Peking University.Students participated in the course of respiratory,circulatory and digestive symptoms and abnormal signs with 3 different CBL teaching methods.The circulatory system focuses on the in-depth knowledge,literature retrieval;the respiratory system focuses on the consolidation of basic knowledge,and the digestive system is between the two.Their questionnaire after class and test scores were compared in order to compare the teaching effects.Results A total of 49 students were included.Subjective evaluation results:Compared with respiratory and digestive system,circulatory system CBL is more conducive to improving self-learning ability and team work,but there were more contents and difficulties to understand and memory(P<0.01).Compared with the circulatory and digestive system,respiratory CBL is more conducive to master the learning contents(P<0.05)and review(P<0.05).Objective evaluation:The short answer questions scoring rate of the digestive system was higher than that of the respiratory and the circulatory system(P<0.05).Conclusion CBL teaching of physical diagnostics for eight-year medical students should focus on consolidation and application of basic knowledge.Literature retrieval and learning increases learning difficulty but cannot improve the learning effect.

关 键 词：物理诊断 以问题为基础的学习 以病例为基础学习 以讲座为基础的学习 教学 方法 

分 类 号：G642[文化科学—高等教育学]