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作 者:程斌[1] 宋焕瑾[1] 叶劲涛 杨瑞通 夏晨晨 李锋涛[1] CHENG Bin;SONG Huanjin;YE Jintao;YANG Ruitong;XIA Chenchen;LI Fengtao(Department of Orthopaedics,the Second Affiliated Hospital of Xi′an Jiaotong University,Shaanxi Province,Xi′an 710004,China)
机构地区:[1]西安交通大学第二附属医院骨科,陕西西安710004
出 处:《中国当代医药》2022年第18期159-163,共5页China Modern Medicine
摘 要:目的探究传统教学模式(LBL)与案例教学(CBL)联合新技术模式的教学效果。方法选取2020年5月初至2020年7月末在西安交通大学第二附属医院骨科进行实习轮转的128名临床医学学生作为研究对象,采用随机数字表法分为LBL组和CBL组,各64人。LBL组进行LBL教学,CBL组进行CBL联合新技术的模式教学,之后通过考试考核以及问卷调查反馈评价的方式,量化比较两组学生的成绩和学生的反馈信息。结果CBL组的笔试和操作考核成绩均高于LBL组,差异有统计学意义(P<0.05);在学生反馈情况方面,CBL组的学习兴趣、临床思维构建以及团队合作能力锻炼的反馈评价高于LBL组,差异有统计学意义(P<0.05);两组学生的临床知识掌握程度和医患沟通能力反馈情况比较,差异无统计学意义(P>0.05)。结论CBL联合新技术的模式教学能够明显提高实习轮转时的教学质量,提高学生的学习兴趣、临床思维构建和团队合作能力等,本研究或能为临床教学提供指导。Objective To explore the teaching effect of lecture-based learning(LBL)and case-based learning(CBL)combined with new technology mode.Methods A total of 128 clinical medical students who were interned and rotated in the Department of Orthopedics of the Second Affiliated Hospital of Xi′an Jiaotong University from early May 2020 to the end of July 2020 were selected as research objects.They were divided into LBL group and CBL group according to random number table method,with 64 cases in each group.LBL group conducted LBL teaching mode,while CBL group conducted CBL combined with new technology teaching mode,then quantitatively compare the results of the two groups and the feedback information of students through examination and questionnaire.Results The results of written exammination and operational examination in CBL group were better than those in LBL group,the differences were statistically significant(P<0.05).In terms of students′feedback,CBL group had higher feedback evaluation on learning interest,clinical thinking construction and team cooperation ability than LBL group,the differences were statistically significant(P<0.05).There were no significant differences in the mastery of clinical knowledge and doctor-patient communication ability between the two groups(P>0.05).Conclusion CBL combined with new technology teaching mode can significantly improve the teaching quality during practice rotation,improve students′learning interest,clinical thinking construction and teamwork ability.This research may provide guidance for clinical teaching.
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