CBL联合PBL教学在全科医学住院医师规范化培训中的教学效果  

Teaching effect of CBL combined with PBL in the standardized training of general practice residents

作　　者：王逸君[1,2] 莫晓君 徐自强 乐冬友[1] 曾振华[3] 罗敢平 何德剑[4] 李秀娟[4] 文军[4] 陈群[4] WANG Yi-jun;MO Xiao-jun;XU Zi-qiang;YUE Dong-you;ZENG Zhen-hua;LUO Gan-ping;HE De-jian;LI Xiu-juan;WEN Jun;CHEN Qun(Department of Emergency Medicine,Chenzhou No.1 People's Hospital,Chenzhou City,Hunan Province,423000,China;The First School Clinical Medicine,Southern Medical University,Guangzhou City,Guangdong Province,510515,China;Department of Critical Care Medicine,Nanfang Hospital,Southern Medical University,Guangzhou City,Guangdong Province,510515,China;General Practice,Chenzhou No.1 People's Hospital,Chenzhou City,Hunan Province,42300,China)

机构地区：[1]湖南省郴州市第一人民医院急诊科,湖南郴州423000 [2]南方医科大学第一临床医学院,广东广州510515 [3]南方医院重症医学科,广东广州510515 [4]湖南省郴州市第一人民医院全科医学科,湖南郴州423000

出　　处：《蛇志》2022年第3期427-431,441,共6页Journal of Snake

基　　金：郴州市第一人民医院教改课题资助项目(项目名称:CBL联合PBL在全科医学住院医师规范化培训教学中的研究,项目编号:JG2018-003)。

摘　　要：目的探讨CBL联合PBL教学在全科医学住院医师规范化培训中的教学效果。方法选取2018年1月~2020年12月在我院进行全科医学住院医师规范化培训生48名,按随机数字表法分为CP组和L组,每组24名。CP组采用CBL联合PBL教学,L组采用LBL传统教学法。连续完成3个月教学后,比较两组学生入科与出科时的考核得分,包括理论、病史采集、病历书写、病例分析、体格检查、结果判定、技能操作及总分;自拟调查问卷反馈,比较两组在临床实践操作、临床思维、语言表达和沟通、分析问题、团队协作、PPT制作、文献查阅、基础知识掌握能力提高等方面认同度,比较两组在促进创新思维和创新能力培养、对知识的理解程度提高、自学主动性提高、激发学习兴趣、学习帮助、临床工作帮助等方面认同度,以及对本组教学认同度和满意度。结果(1)CP组的出科理论、病史采集、病历书写、病例分析、体格检查得分及总分均优于同项入科时得分,差异均有统计学意义(均P<0.05);CP组出科考核中结果判定与技能操作得分与同项入科时得分比较,差异均无统计学意义(均P>0.05)。(2)L组的出科病历书写、病例分析、体格检查得分及总得分均优于同项入科时得分,差异均有统计学意义(均P<0.05);L组出科理论、病史采集、结果判定、技能操作得分与同项入科时得分比较,差异均无统计学意义(均P>0.05)。(3)两组学生入科理论考核、病史采集、病历书写、病例分析、结果判定、体格检查、技能操作及总分比较,差异均无统计学意义(均P>0.05);CP组的出科理论、病史采集、病历书写、病例分析及总分方面与L组出科同项比较,差异均有统计学意义(均P<0.05);CP组出科考核中结果判定、体格检查、技能操作得分与L组出科同项比较,差异均无统计学意义(均P>0.05)。(4)CP组在临床实践操作能力提高、促进创新思维和创Objective To explore the teaching effect of CBL combined with PBL in the standardized training of general practice residents.Methods From January 2018 to December 2020,48 general practice resident students in our hospital were selected for a period of three months training and were randomly divided into CP group and L group according to the random number table method,with 24 students in each group.Students in the CP group were taught by CBL combined with PBL method,while the other students in the L group were traditionally taught by LBL method.The scores of entry and exit were compared between the two groups,and the assessment items include:theoretical examination,medical history collection,medical record writing,case analysis,result determination,physical examination,skill operation and total score.The self-designed questionnaire feedback was used to compare the recognized degree of the two groups about the ability improvement in aspects of clinical practice operation,clinical thinking,language expression and communication,as well as problem analysis,team cooperation,PPT production,literature review and basic knowledge.The two groups were also compared the recognized degree in the promotion of innovative thinking and innovative ability,improvement of the understanding level of knowledge and self-study initiative,stimulating interest in learning,learning assistance,clinical work help,and so on.Meanwhile,recognition and satisfaction of the methods theses students were given is included in the compare.Results(1)The exit scores of students in group CP in theory,medical history collection,medical record writing,case analysis,physical examination and total score were all better than their entry scores,and the differences were statistically significant(P<0.05).There were no significant differences in the scores of the exit results and operation skills in group CP compared with the entry scores in the same project(P>0.05).(2)The exit scores of students in group L in medical record writing,case analysis,physical examinat

关 键 词：CBL联合PBL教学 LBL 全科医学住院医师规范化培训 教学效果 

分 类 号：R192[医药卫生—卫生事业管理]