联合三种教学模式在骨科临床带教中的应用  

Application of Combined Three Teaching Modes in Orthopedic Clinical Teaching

作　　者：仇建军 张磊[1] 石文俊[1] 章筛林[1] 邹翰林 QIU Jianjun;ZHANG Lei;SHI Wenjun;ZHANG Shailin;ZOU Hanlin(Orthopedics Department,Putuo Hospital Affiliated To Shanghai University of Traditional Chinese Medicine,Shanghai 200062,China)

机构地区：[1]上海中医药大学附属普陀医院骨科,上海200062

出　　处：《中国继续医学教育》2021年第17期41-44,共4页China Continuing Medical Education

摘　　要：目的分析骨科临床带教时以问题为中心(PBL)、以案例为基础(CBL)和文献沙龙相结合教学模式的效果。方法选取2019年1—12月在本院骨科轮转的68名实习生为研究对象,依据随机数表法划分成对照组(采取传统带教模式)和观察组(采取PBL、CBL和文献沙龙结合教学模式)各34例,统计并比较两组理论、临床技能以及总成绩和教学效果评价结果。结果观察组理论、临床实践以及总成绩高于对照组(P<0.05)。观察组学习积极性及兴趣提升、理论知识掌握更牢固、解决问题能力提升、临床思维能力提升、活跃课堂氛围以及促进沟通和表达比例高于对照组(P<0.05)。结论骨科临床带教时联合PBL、CBL以及文献沙龙开展教学效果显著,能提升实习生的理论知识、实践技能,提高其对教学效果的评价,值得采用。Objective To analyze the use of problem-based learning(PBL),case-based learning(CBL)and literature review salon on the clinical orthopedic education.Methods 68 interns from January to December 2019 in our orthopedic department were chosen as research subjects.According to random number table,interns were divided into control group(routing learning)and observation group(PBL,CBL and literature review salon),34 cases in each group.Theoretical knowledge,clinical skills,total examination scores and learning effects were counted.Results The theoretical knowledge,clinical skills and total examination scores in the observation group were higher than those in the control group(P<0.05);the improvement ratios of learning initiatives and interests,theoretical knowledge mastery,problem-solving ability,clinical thinking ability,active classroom atmosphere,clinical communication and expression ability in the observation group were higher than those in the control group(P<0.05).Conclusion PBL,CBL and literature review salon can improve the intern’s theoretical knowledge,practical skills and learning efficiency.

关 键 词：文献沙龙 以案例为基础 以问题为中心 教学模式 骨科 考核成绩 教育 

分 类 号：G642[文化科学—高等教育学]