CBL联合LBL教学法在全科规培医师心力衰竭诊治教学中的应用价值研究  

Research on the application value of CBL combined with LBL teaching method in the teaching of Diagnosis and Treatment of Heart Failure for general practitioners

作　　者：杨禹娟[1,4] 姚筱 白净[1] 常凤军[1] 徐博[3] 田涛[5] YANG Yujuan;YAO Xiao;BAI Jing;CHANG Fengjun;XU Bo;TIAN Tao(Shaanxi Provincial People's Hospital,The Third Department of Cardiovascular Diseases of Geriatric Hospital,Xi'an 710068;Shaanxi Provincial People's Hospital,Department of Medical Affairs,Xi an 710068;Shaanxi Provincial People's Hospital,Department of General Practice,Xi'an 710068;The First Affiliated Hospital of Xi'an Jiaotong University,The Department of Cardiovascular Diseases,Xi'an 710061,China;The First Affiliated Hospital of Xi an Jiaotong University,Department of Medical Oncology,Xi'an 710061,China)

机构地区：[1]陕西省人民医院老年病院心内三科,西安710068 [2]陕西省人民医院医务处,西安710068 [3]陕西省人民医院全科医学科,西安710068 [4]西安交通大学第一附属医院心内科,西安710061 [5]西安交通大学第一附属医院肿瘤内科,西安710061

出　　处：《中国医学教育技术》2022年第5期624-628,633,共6页China Medical Education Technology

基　　金：陕西省人民医院科技人才支持计划项目(2021JY-28);陕西省分子心脏病学重点实验室开放课题(KLMC-2018-04)。

摘　　要：目的探讨CBL联合LBL教学法在全科规培医师心力衰竭诊治教学中的应用价值。方法选择2020年3月至2021年12月于陕西省人民医院心内科接受内科学课程学习的全科专业住院医师规范化培训的医师72人,按随机数字表法将学生分为对照组(n=36)与试验组(n=36)。对照组采用传统LBL教学法,试验组在传统的LBL教学法的基础上联合CBL教学法为学生讲授心力衰竭相关知识;比较两组学员的客观考核成绩和学员的主观评价情况。结果两组学员在轮转结束后的理论考试成绩和病例分析考试成绩:试验组为(42.72±3.89)分和(44.25±2.89)分,高于对照组的(40.67±3.87)分和(40.54±3.54)分,差异均有统计学意义(P<0.05);试验组学员在临床实践操作方面,包括病史采集、心脏查体、病历书写、诊断与鉴别诊断以及诊疗计划方面的得分分别为(17.78±1.55)、(16.65±1.55)、(17.86±1.64)、(17.18±1.89)及(17.36±2.08),均高于对照组的(15.78±1.61)、(14.33±1.79)、(14.68±1.81)、(14.75±1.94)及(15.10±2.22),差异均具有统计学意义(P<0.05)。在对教学满意度评价方面,包括授课模式、学习兴趣、临床思维、团队协作以及自我评价,试验组分别为94.44%、94.44%、97.22%、88.89%及91.67%,均高于对照组的83.33%、72.22%、69.44%、52.78%及63.89%,差异均具有统计学意义(P<0.05)。在对知识掌握的满意度方面,对于疾病的概念和病因的掌握,试验组与对照组均为100%,差异并无统计学意义(P>0.05);但对于疾病的临床表现、诊断依据以及治疗方案掌握方面,试验组分别为91.67%、88.89%及88.89%,高于对照组的83.33%、77.78%及66.67%,差异具有统计学意义(均P<0.05)。结论CBL联合LBL教学模式,不仅能够提高全科医师的理论知识水平,而且为其日后进入临床工作中诊断疾病、培养临床思维提供了极大的帮助,是一种符合全科医学生在心内科规培轮转期间临床带教的教学模式,值得进一步�Objective To explore the application value of CBL combined with LBL teaching method in the teaching of Diagnosis and Treatment of Heart Failure for general practitioners.Methods 72 general practice residents who received the standardized clinical training in the Department of Cardiology of Shaanxi Provincial People s Hospital from March 2020 to December 2021 were selected and divided into the experimental group and the control group through random number table,with 36 students in each.LBL teaching method was adopted in the teaching of the control group,while LBL combined with CBL teaching method was used in teaching the experimental group heart failure knowledge.Objective exam results and students subjective evaluation of the two groups were compared.Results The theoretical score(42.72±3.89)and case analysis score(44.25±2.89)of the experimental group were higher than those of the control group[(40.67±3.87)and(40.54±3.54)].The differences were statistically significant(P<0.05).In terms of clinical practice including medical history collection,cardiac physical examination,case writing,diagnosis and differential diagnosis and treatment plan,the scores of the experimental group were(17.78±1.55),(16.65±1.55),(17.86±1.64),(17.18±1.89)and(17.36±2.08),higher than those of the control group,which were(15.78±1.61),(14.33±1.79),(14.68±1.81),(14.75±1.94)and(15.10±2.22)respectively.The differences were statistically significant(P<0.05).In the aspect of teaching satisfaction including teaching mode,learning interest,clinical thinking,teamwork as well as self-evaluation,the scores of the experimental group were 94.44%,94.44%,97.22%,88.89%and 91.67%,higher than those of the control group,which were 83.33%,72.22%,69.44%,52.78%and 63.89%.The differences were statistically significant(P<0.05).In terms of satisfaction with mastery of knowledge,the scores of the experimental group and the control group were 100%for the mastery of the concept and etiology of the disease,and the differences were not statistically signific

关 键 词：CBL教学法 LBL教学法 全科医师 心力衰竭 

分 类 号：G642.0[文化科学—高等教育学]