基于实验诊断流程图的CBL联合LBL教学模式在动脉血气分析教学中的探索与应用  

The Exploration and Application of CBL Combined with LBL TeachingMode in the Teaching of Arterial Blood Gas Analysis based onExperimental Diagnosis Flow Chart

作　　者：马红叶 洪燕英[1] 黄河 郭宏林[1] MA Hongye;HONG Yanying;HUANG He;GUO Honglin(Department of Clinical Laboratory,Beijing Hospital of Traditional Chinese Medicine,Capital Medical University,Beijing 100010,China)

机构地区：[1]首都医科大学附属北京中医医院检验科,北京100010

出　　处：《标记免疫分析与临床》2022年第8期1437-1440,共4页Labeled Immunoassays and Clinical Medicine

基　　金：北京市教育科学“十四五”规划2021年度一般课题(高等中医药院校实验诊断学课程教学模式改革研究)(编号:CDDB21181)。

摘　　要：目的探讨基于实验诊断流程图的CBL联合LBL教学模式在动脉血气分析教学中的应用效果,为实验诊断学课程教学模式改革提供参考。方法以85名2017级临床中医专业本科生为研究对象,应用基于实验诊断流程图的CBL联合LBL教学模式进行动脉血气分析教学,课后采用调查问卷及课堂测试方式评价教学效果。结果97.18%的学生对此种混合式教学模式高度认同,91.18%的学生对动脉血气分析案例的讲解较为满意,超过98.53%的学生对授课教师满意。结论基于实验诊断流程图的CBL联合LBL教学模式能够激发学生的学习热情,深化对动脉血气分析的理解,提高教学质量。Objective This study explores the application effect of CBL combined with LBL teaching mode based on experimental diagnosis flow chart in the teaching of arterial blood gas analysis,so as to provide a reference for the teaching mode reform of experimental diagnostics.Methods 85 undergraduate students majoring in Clinical Traditional Chinese Medicine of grade 2017 were selected as the research objects.CBL combined with LBL teaching mode based on experimental diagnosis flow chart was used for teaching for arterial blood gas analysis of the 85 students.The teaching feedbacks of these students were evaluated by questionnaires and classroom tests.Results 97.18%of the students highly agreed with this type of mixed teaching mode,while 91.18%of the students were satisfied with the explanation of arterial blood gas analysis cases,and more than 98.53%of the students were satisfied with the teachers.Conclusion CBL combined with LBL teaching mode based on experimental diagnosis flow chart can stimulate students’enthusiasm for leaning,deepen their understanding of arterial blood gas analysis,and improve the teaching quality.

关 键 词：动脉血气分析 教学模式 CBL教学法 教学改革 

分 类 号：R-331[医药卫生] G426[文化科学—课程与教学论]