基于病例的教学法结合床边教学的教学模式对“急诊医学”教学效果的影响  

The influence of CBL combined with bedside probation teaching mode on the teaching effect of"Emergency Medicine"

作　　者：王亮 魏文霞[2] WANG Liang;WEI Wenxia(Teaching Office,the First Clinical Medical College of Nanjing University of Chinese Medicine,Affiliated Hospital of Nanjing University of Chinese Medicine,Jiangsu,Nanjing 210023,China;Operation room,Jiangsu Hospital of Chinese Medicine,Affiliated Hospital of Nanjing University of Chinese Medicine,Jiangsu,Nanjing 210023,China)

机构地区：[1]南京中医药大学第一临床医学院,南京中医药大学附属医院教学办,江苏南京210023 [2]江苏省中医院,南京中医药大学附属医院手术室,江苏南京210023

出　　处：《中国医药科学》2022年第10期69-71,95,共4页China Medicine And Pharmacy

基　　金：全国中医药高等教育"十四五"规划教育科研课题(ZD-20-06);江苏省高等教育教改研究立项课题(2021JSJG354);江苏省教育科学“十四五”规划课题(C-b/2021/01/15);江苏高校中西医临床医学品牌专业建设工程资助项目(二期)[2020PPZXL261(ZD2008)]。

摘　　要：目的观察“基于病例的教学法(CBL)结合床边教学的教学模式”所采用“自主学习-临床见习-问题探讨-临床巩固”的教学路径对“急诊医学”教学效果的影响。方法选择2020年9月至2021年1月进行床边教学的2017级南京中医药大学中西医临床医学专业60名学生为研究对象,按照所在医院分为对照组(n=30)和观察组(n=30),对照组采用多媒体结合板书+床边教学的教学模式;观察组在对照组教学模式的基础上增加CBL教学,采用“自主学习-临床见习-问题探讨-临床巩固”的路径进行教学。通过课程成绩和调查问卷相结合的方式进行评价。结果观察组学生成绩急诊医学课程成绩高于对照组,差异有统计学意义(P<0.05)。观察组学习自主性、教学模式、学习兴趣、教学内容的掌握度的总分均高于对照组,差异有统计学意义(P<0.05)。结论CBL结合床边教学的教学模式采用“自主学习-临床见习-问题探讨-临床巩固”的教学路径对“急诊医学”的教学有促进作用。Objective The influence of CBL combined with bedside probation teaching mode on the teaching effect of"Emergency Medicine"by adopting the teaching path of"independent learning-clinical probation-problem discussion-clinical consolidation".Methods A total of 60 students majoring in clinical medicine of traditional Chinese and Western medicine of 2017 Nanjing University of traditional Chinese medicine who conducted bedside teaching from September 2020 to January 2021 were selected as the research objects.According to the hospital,they were divided into control group(n=30)and observation group(n=30).The control group adopted the teaching mode of multimedia combined with blackboard writing and bedside teaching.The observation group added CBL teaching on the basis of the teaching mode of the control group,adopted the teaching path of"independent learning-clinical probation-problem discussion-clinical consolidation".The evaluation was carried out through a combination of course achievement and questionnaires.Results The score of emergency medicine course of the students in the observation group was significantly higher than that in the control group(P<0.05).The total scores of learning autonomy,teaching mode,learning interest and mastery of teaching content in the observation group were significantly higher than those in the control group(P<0.05).Conclusion CBL combined with bedside probation teaching mode can promote the teaching of"Emergency Medicine"by adopting the teaching path of"independent learning-clinical internship-problem discussion-clinical consolidation".

关 键 词：基于病例的教学法 教学模式 急诊医学 路径 

分 类 号：R-4[医药卫生]