在全科医学教学中开展CBL联合LBL对医学教育环境的影响  

Effect of Case-based Learning Combining Lecture-based Learning on Medical Education Environment in General Medicine

作　　者：于凯[1] 齐殿君[1] 刘冰[1] 王爽[1] 于晓松[1] YU Kai;QI Dianjun;LIU Bing;WANG Shuang;YU Xiaosong(Department of General Practice,First Affiliated Hospital of China Medical University,Shenyang Liaoning 110001,China)

机构地区：[1]中国医科大学附属第一医院全科医学科,辽宁沈阳110001

出　　处：《中国继续医学教育》2020年第17期35-38,共4页China Continuing Medical Education

基　　金：辽宁省教育科学“十三五”规划课题(JG18DB525);中华医学会医学教育分会和中国高等教育学会医学教育专业委员会医学教育研究立项课题(2016B-RC042)。

摘　　要：目的探讨在全科医学本科生教学中开展CBL联合LBL教学模式对医学教育环境的影响。方法以中国医科大学2015级临床医学专业学生415人为研究对象,采取CBL联合LBL教学模式授课,并在授课前和授课后分别采用医学教育环境测量工具(DREEM)调查学生对医学教育环境的感知情况。结果课前与课后的DREEM总分分别为(146.29±28.54)分、(152.64±27.95)分,课后得分高于课前,且差异有统计学意义(P<0.01);学生对学习的知觉、对教师的知觉、对学术的自我知觉、对环境的知觉和对社交的自我知觉等5个子领域的得分,课后均高于课前,且差异有统计学意义(P<0.05)。结论在全科医学本科生教学中开展CBL联合LBL教学模式提高了学生对医学教育环境的满意度。Objective To evaluate the effect of case-based learning(CBL)combining lecture-based learning(LBL)on medical education environment in General Medicine.Methods A total of 415 students were included.The DREEM(Dundee Ready Education Environment Measure)was used to investigate the students’recognition of the medical education environment before and after CBL combining LBL teaching,respectively.Results The total DREEM scores before and after CBL combining LBL teaching were(146.29±28.54)points and(152.64±27.95)points,respectively.The difference was not significant(P<0.01).All scores of the perceptions of learning,teachers,atmosphere,academic self-perceptions,and social self-perceptions were significantly different(P<0.05).Conclusion CBL combining LBL can improve the satisfaction of medical education environment of the students.

关 键 词：CBL LBL 教学 医学 教育环境 全科医学 

分 类 号：G642[文化科学—高等教育学]