应用柯氏评估模型比较两种教学方法在眼科学见习教学中的效果  

A comparison between the effects of two methods applied in undergraduates'clerkship rotation of ophthalmology with Kirkpatrick's Model

作　　者：陈静 胡利[1] 王观峰[1] 王双勇 Chen Jing;Hu li;Wang Guanfeng;Wang Shuangyong(Department of Ophthalmology,the Third Affiliated Hospital of Guangzhou Medical University,Guangzhou 510150,China)

机构地区：[1]广州医科大学附属第三医院眼科,广州510150

出　　处：《中华医学教育杂志》2022年第9期806-810,共5页Chinese Journal of Medical Education

摘　　要：目的应用柯氏评估模型探讨基于问题学习(problem-based learning,PBL)教学方法和基于案例学习(case-based leaning,CBL)教学方法在眼科学临床见习教学中的应用效果。方法选取2019年4月至6月在广州医科大学附属第三医院眼科见习的广州医科大学2016级五年制临床医学专业120名学生为研究对象,采用随机数字表法将120名学生随机分为PBL组和CBL组,每组60人,分别采用PBL和CBL教学方法,应用柯氏评估模型从4个层面评估两种教学方法的教学效果。采用χ^(2)检验和t检验分析相关数据。结果反应层,2组学生对各方面评分均大于4分,总体满意。在激发学习兴趣方面PBL组和CBL组学生满意度分别为(4.23±0.54)分、(4.45±0.49)分;在建立工作信心方面PBL和CBL教学方法学生满意度分别为(4.36±0.32)分、(4.50±0.24)分,其差异均具有统计学意义(均P<0.05)。学习层,教学结束后PBL和CBL组学生理论考核成绩分别为(85.59±6.63)分、(83.98±9.72)分,其差异无统计学意义(P=0.291)。行为层,PBL组学生比CBL组在培养学生自主学习能力[自评为(8.88±1.92)分比(8.02±2.69)分,他评为(8.48±1.92)分比(7.60±2.62)分]、分析专业期刊文献能力[自评为(8.82±3.17)分比(7.58±3.33)分,他评为(8.41±2.39)分比(7.44±2.30)分]和科研思维能力[自评为(8.36±3.09)分比(7.21±2.29)分,他评为(8.11±2.71)分比(7.01±2.10)分]评分更高;PBL组学生比CBL组在培养学生病情评估能力[自评为(7.45±3.18)分比(8.72±2.26)分,他评为(7.04±2.16)分比(8.42±2.71)分]及规范动手能力[自评为(7.20±3.29)分比(8.32±2.44)分,他评为(7.07±2.20)分比(8.16±2.66)分]评分低,其差异均具体统计学意义(均P<0.05)。成果层,PBL组和CBL组分别有4名和5名学生有意愿成为眼科医生并准备报考眼科学研究生(P=0.729)。结论应用柯氏评估模型发现PBL教学方法更有助于提升学生的自主学习能力、科研思维能力,CBL教学方法更有助于激�Objective To evaluate the effect of problem-based learning(PBL)and case-based leaning(CBL)during clerkship rotation of ophthalmology with Kirkpatrick's Model.Methods Totally 120 five-year program students enrolled in 2016 and received clinical training from April to June 2019 at Ophthalmology Department of Third Affiliated Hospital of Guangzhou Medical University were enrolled in this research program.The students were randomized into groups of PBL and CBL with 60 in each.The effect of two teaching methods was evaluated by Kirkpatrick's four-level model.The Chi-square test or the t test was used to analyze the data.Results The students of two groups were all satisfied with the scores more than 4 points.The satisfaction scores of students from PBL group and from CBL group were(4.23±0.54)and(4.45±0.49)respectively with stimulating learning interest and students showed preference to CBL method,the score of satisfaction with building of working confidence from CBL group(4.50±0.24)was significantly higher than that from PBL group(4.36±0.32)(all P<0.05).In the view point of learning outcomes,the average theoretical assessment scores of PBL and CBL groups were(85.59±6.63)and(83.98±9.72)respectively without significant difference(P=0.291).At the behavior level there was a high consistency between the results of self-assessment and faculty-assessment of the two groups.PBL method is believed to be more conducive to the cultivation of students'capacity building of to self-oriented learning[(8.88±1.92)vs.(8.02±2.69),(8.48±1.92)vs.(7.60±2.62)],literature reading[(8.82±3.17)vs.(7.58±3.33),(8.41±2.39)vs.(7.44±2.30)]and research thinking[(8.36±3.09)vs.(7.21±2.29),(8.11±2.71)vs.(7.01±2.10)].CBL method is more conducive to the capacity building of students in patient assessment[(7.45±3.18)vs.(8.72±2.26),(7.04±2.16)vs.(8.42±2.71)]and standardized regulation of clinical operation[(7.20±3.29)vs.(8.32±2.44),(7.07±2.20)vs.(8.16±2.66)](all P<0.05).In terms of occupation intendment,four students from PBL group a

关 键 词：眼科学 柯氏模型 教学效果 评估 基于问题学习 基于案例学习 医学生 见习教学 

分 类 号：R-4[医药卫生]