CBL法联合微信平台在呼吸与危重症医学科教学中的应用效果  

Application effect of CBL method combined with WeChat platform in the teaching of respiratory and critical care medicine

作　　者：史红阳[1] 张永红[1] 王煜[1] 石婕[1] 李维[1] 明宗娟[1] SHI Hong-yang;ZHANG Yong-hong;WANG Yu;SHI Jie;LI Wei;MING Zong-juan(Department of Respiratory and Critical Care Medicine,Second Affiliated Hospital of Xi′an Jiaotong University,Shaanxi Province,Xi′an710004,China)

机构地区：[1]西安交通大学第二附属医院呼吸与危重症医学科,陕西西安710004

出　　处：《中国当代医药》2021年第14期224-227,共4页China Modern Medicine

摘　　要：目的探讨以病例为基础的案例教学法(CBL)联合微信平台在呼吸与危重症医学科见习教学中的应用效果。方法选取2018年10~12月在西安交通大学第二附属医院呼吸与危重症医学科进行见习的临床本科学生100名作为研究对象,按照随机数字表法分为联合教学组和传统教学(LBL)组,每组50名。联合教学组采用CBL联合微信平台进行教学,LBL组采用传统教学法进行教学。比较两组医学生的出科考试成绩及教学满意度(激发学习兴趣、提高自学能力、提升综合分析能力、提升信息获取能力、加强临床实践能力、加深课堂理解)。结果联合教学组学生考核总成绩高于LBL组,差异有统计学意义(P<0.05)。联合教学组在激发学习兴趣、提高自学能力、提升信息获取能力、加强临床实践能力、加深课堂理解五个方面的满意度及总满意度高于LBL组,差异有统计学差异(P<0.05);但两组在提升综合分析能力方面的满意度比较,差异无统计学意义(P>0.05)。结论联合教学组能够明显提高呼吸与危重症医学科见习教学质量,同时增加了学生在学习兴趣提升、自主学习能力提高、临床思维能力培养、团队协作能力加强、医患沟通技巧提升等方面的满意度。Objective To explore the application effect of case-based learning(CBL)combined with WeChat platform in probation teaching of respiratory and critical medicine.Methods A total of 100 undergraduate clinical students who were on internship in the Second Affiliated Hospital of Xi′an Jiaotong University Respiratory and Critical Care Medicine Department from October to December 2018 were selected as the research objects.According to the random number table method,they were divided into a joint teaching group and a traditional teaching(LBL)group,with 50 students in each group.CBL combined WeChat platform was used in the joint teaching group,while traditional teaching method was used in the LBL group.The results of entrance examination and teaching satisfaction(included stimulated learning interest,improved self-learning ability,improved comprehensive analysis ability,improved information acquisition ability,strengthen clinical practice ability,and deepen classroom understanding)of the two groups of medical students were compared.Results The total score of assessment in the combined teaching group was higher than that in the LBL group,the difference was statistically significant(P<0.05).The satisfaction in five aspects of stimulating learning interest,improving self-learning ability,improving information acquisition ability,strengthening clinical practice ability and deepening classroom understanding and total satisfaction of the joint teaching group were higher than those of the LBL group,the differences were statistically significant(P<0.05).However,there was no significant difference between the two groups in the satisfaction of improving the comprehensive analysis ability(P>0.05).Conclusion The joint teaching group can significantly improve the quality of probation teaching in respiratory and critical care medicine,and increase the satisfaction of students in the aspects of learning interest,autonomous learning ability,clinical thinking ability,team cooperation ability and doctor-patient communication skills.

关 键 词：案例教学法 传统教学法 微信平台 呼吸与危重症医学科 

分 类 号：R459.7[医药卫生—急诊医学]