CBL结合TBL教学法在产科临床实习教学的效果研究  

Effects of case-based learning combined with team-based learning in clinical practice teaching of obstetrics

作　　者：朱鸣萍[1] 杨方纬[1] 楼云霞[1] 陈风华 严立祥 朱进璐 季俊男 ZHU Mingping;YANG Fangwei;LOU Yunxia;CHEN Fenghua;YANLixiang;ZHU Jinlu;JI Junnan(Department of Obstetrics,Yiwu Central Hospital,Zhejiang Yiwu 322000,China)

机构地区：[1]义乌市中心医院产科

出　　处：《中国妇幼健康研究》2019年第12期1579-1582,共4页Chinese Journal of Woman and Child Health Research

基　　金：温州医科大学高等教育教学改革立项资助项目(YBJG201619)

摘　　要：目的探讨以案例为基础(CBL)的教学法联合以团队为基础(TBL)的教学法在产科临床实习教学中的效果。方法选取2016年7月到2018年12月在义乌市中心医院产科实习的五年制医学生60人作为研究对象,根据随机数字表法将研究对象分为实验组(n=30)和对照组(n=30)。实验组采用CBL结合TBL教学法,对照组采用传统的讲授式教学法。教学结束后进行理论知识考核和临床技能测试,同时采用问卷调查评估整体教学效果,包括学习积极性、临床思维能力、信息获取及分析能力,以及教学满意度,基于上述各项指标对比两种教学模式的差异。结果实验组与对照组的平均年龄和实习前成绩均无显著差异(P>0.05),具有均衡可比性。教学后,实验组和对照组的理论成绩没有显著差异(t=0.42,P=0.67),但实验组的临床技能得分显著高于对照组(t=2.72,P<0.01)。教学后实验组学生的学习积极性和临床思维能力也显著高于对照组(t值分别为2.23和2.44,均P<0.05)。但两组学生在信息获取及分析能力和教学满意度上没有显著的差异(t值分别为0.08和1.82,均P>0.05)。结论相比传统教学法,CBL联合TBL教学法在产科临床实习教学中更能促进学生临床实践技能的提升,并且有助于提高学生学习的积极性和临床能力,值得在临床教学中推广使用。Objective To evaluate the effects of case-based teaching(CBL) combined with team-based teaching(TBL) in clinical practice teaching of obstetrics.Methods A total of 60 clinical medical students who practiced in department of obstetrics of Yiwu Central Hospital from July 2016 to December 2018 were selected as study subjects,and they were divided into experimental group(n=30) and control group(n=30) according to the method of random number table.The students in the experimental group participated in CBL combined with TBL teaching method,and others in the control group participated in traditional teaching method.At the end of the internship,the theoretical examination and clinical practice skills test for all subjects were conducted.Meanwhile,questionnaires were used to investigate overall teaching effects including students’ learning enthusiasm,clinical thinking ability,information acquisition and analysis ability and satisfaction with teachers.Results Before the practice teaching,there were no significant differences in age,sex ratio and average score between the two groups(all P>0.05).After teaching,no significant difference was found in theoretical test scores between those two groups(t=0.42,P=0.67).However,the clinical practice skill score of students in the experimental group was significantly higher than that in the control group(t=2.72,P<0.01).In addition learning enthusiasm and clinical thinking ability in the experimental group were also significantly higher than that in the control group(t=2.23 and 2.44,respectively,both P<0.05).There was no significant difference in ability of information acquisition and analysis and teaching satisfaction between the two groups(t=0.08 and 1.82,respectively,both P>0.05).Conclusion Comparing with the traditional teaching method,CBL combined with TBL teaching method had a better effect on student clinical practice skills,and improved student learning enthusiasm and clinical thinking ability,which is worthy of being popularized in clinical teaching.

关 键 词：CBL教学法 TBL教学法 传统教学法 产科临床实习 

分 类 号：R192[医药卫生—卫生事业管理]