“误诊案例”融入CBL教学模式在中医儿科教学中的应用研究  

The application of"misdiagnosis cases"into CBL teaching model in pediatrics teaching of traditional Chinese medicine

作　　者：张慧[1] 原晓风[1] 陈莉丽 李香玉[1] Zhang Hui;Yuan Xiaofeng;Chen Lili;Li Xiangyu(The Affiliated Hospital of Changchun University of Traditional Chinese Medicine,Jilin Changchun 130000)

机构地区：[1]长春中医药大学附属医院,吉林长春130000

出　　处：《中国社区医师》2020年第35期187-188,共2页Chinese Community Doctors

基　　金：吉林省教育科学“十三五”规划课题,项目编号:GH180250。

摘　　要：目的:研究“误诊案例”融入CBL教学模式在中医儿科学教学中的应用效果。方法:选取2019年3-9月中医学专业本科学生91名,按照班级分为对照组(46例)与试验组(45例)。对照组采用传统案例教学;试验组运用CBL教学法,选择“误诊案例”。比较两组考试成绩及问卷调查结果。结果:试验组学生对教学模式的认可度明显高于对照组,差异有统计学意义(P<0.05);试验组学生的学习效果优于对照组,差异有统计学意义(P<0.05);试验组学生理论知识考核成绩与临床实践考核成绩的优良率均高于对照组,差异有统计学意义(P<0.05)。结论:在中医儿科学教学中采用“误诊案例”的CBL教学法,有助于学生综合素质的提高。Objective:To study the application of"misdiagnosis cases"into CBL teaching model in pediatrics teaching of traditional Chinese medicine.Methods:From March to September 2019,91 undergraduate students in traditional Chinese medicine major were selected,they were divided into control group(46 cases)and test group(45 cases)according to the classes.The control group adopted traditional case teaching,while the experimental group adopted CBL teaching method to select"misdiagnosis cases",the test scores and questionnaire results of the two groups were compared.Results:The students'recognition of teaching model in experimental group was significantly higher than that in control group,the difference was statistically significant(P<0.05).The experimental group had a better learning effect than the control group,the difference was statistically significant(P<0.05).The results of theoretical knowledge examination and clinical practice examination in the experimental group were higher than those in the control group,the differences were statistically significant(P<0.05).Conclusion:The CBL teaching method of"misdiagnosis cases"in the teaching of pediatrics of traditional Chinese medicine is helpful to the improvement of students'comprehensive quality.

关 键 词：误诊病案 CBL 中医儿科学 

分 类 号：R-4[医药卫生] G642[文化科学—高等教育学]