全科医师规范化培训在第一学年应用CBL集中模式的探讨  

Application of CBL Centralized Model ofStandardized Training of General Practitioners inthe First Academic Year

作　　者：陈双华 蒲盛蓝 白益洋 袁友波 毕云霞 苑成 谭薇 陈琦君 CHEN Shuanghua;PU Shenglan;BAI Yiyang;YUANYoubo;BI Yunxia;YUAN Cheng;TAN Wei;CHEN Qijun(Department of General Practice,The Third Hospital Affiliated to Zunyi Medical University,Zunyi Guizhou 563000,China;Department of Clinical Teaching,The Third Hospital Affiliated to Zunyi Medical University,Zunyi Guizhou 563000,China;Department of Ophthalmology,The Third Hospital Affiliated to Zunyi Medical University,Zunyi Guizhou 563000,China;Department of Orthodontics,Affliated Hospital of Stomatology,Zunyi Medical University,Zunyi Guizhou 563000,China)

机构地区：[1]遵义医科大学第三附属医院全科医学科,贵州遵义563000 [2]遵义医科大学第三附属医院临床教学部,贵州遵义563000 [3]遵义医科大学第三附属医院眼科,贵州遵义563000 [4]遵义医科大学附属口腔医院正畸科,贵州遵义563000

出　　处：《中国继续医学教育》2021年第4期11-16,共6页China Continuing Medical Education

摘　　要：目的探讨全科医师规范化培训在第一学年应用CBL集中训练模式的教学效果。方法将住院医师规范化培训的104名全科医师随机分为试验组(52人)和对照组(52人),试验组采用CBL集中训练教学模式,对照组采用LBL教学法。比较两组在第一学年首次参加国家执业医师资格考试的成绩及教学效果问卷调查。结果试验组首次执业医师资格理论考试成绩和通过率高于对照组,差异有统计学意义(P<0.05)。试验组教学效果评价问卷在激发学习兴趣、培养自学能力、提高记忆效率、培养表达能力、培养人文关怀、增强团队协作、培养临床思维、通过执业医师资格考试、适合全科规范化培训以及是否增加了学习负担方面均优于对照组,差异有统计学意义(P<0.05)。结论全科医师规范化培训在第一学年应用CBL集中训练模式的教学效果较好。Objective This paper discusses the teaching effect of applying CBL centralized training mode in the first academic year of standardized training for general practitioners. Methods 104 general practitioners withstandardized training of residents were randomly dividedinto an experimental group (52 people) and a controlgroup (52 people). The experimental group was given thecase-based learning (CBL) centralized training teachingmode, while the control group was given the lecturebasedlearning (LBL) teaching method. The results of thetwo groups taking part in national practicing physicianqualification examination for the first time in the firstyear and the teaching effect of questionnaire survey werecompared. Results The experimental group ’s score of thefirst qualification examination for medical practitionersand the pass rate were significantly higher than the controlgroup, the differences were both statistically significant(P<0.05). The experimental group performed better than thecontrol group in inspiring learning interest, cultivating selflearningability, improving memory efficiency, cultivatingexpression ability, cultivating humanistic care, enhancingteamwork, cultivating clinical thinking, passing practicingphysician qualification examination, suiting for generalpractitioner standardized training and whether increasinglearning burden, the differences were all statisticallysignificant (P<0.05). Conclusion The teaching effect ofCBL centralized training mode in the first academic year ofstandardized training of general practitioners is better.

关 键 词：CBL CBL集中训练教学模式 全科医师 规范化培训 第一学年 执业医师资格考试 教育 

分 类 号：G642[文化科学—高等教育学]