LBL、CBL与TBL联合教学模式在骨科临床教学中的应用  

Application of LBL,CBL and TBL Combined Teaching Mode in Orthopedic Clinical Teaching

作　　者：赵凡[1] 康南[1] 海涌[1] Zhao Fan;Kang Nan;Hai Yong(Department of orthopedics,Beijing Chaoyang Hospital,Capital Medical University,Beijing,100020;不详)

机构地区：[1]首都医科大学附属北京朝阳医院骨科,北京市100020

出　　处：《中国病案》2022年第9期91-94,共4页Chinese Medical Record

摘　　要：目的探索将LBL、CBL与TBL教学模式结合应用于骨科临床教学,并观察其教学效果,以更好地完成骨科临床教学。方法选取2020年1月1日-12月31日在某院骨科实习的某医科大学5+3长学制学生48人为研究对象,随机分为对照组与实验组,每组各24人。对照组采用LBL教学模式,实验组采用LBL-CBL-TBL联合教学模式。采用调查问卷及考试作为教学效果判断方法,并观察2组差异。结果实验组病例分析成绩为(24.92±2.52)分,明显高于对照组的(22.83±3.42)分,在临床思维建立、自主学习能力、学习兴趣及课堂满意度方面,实验组分别为(4.46±0.78)分、(4.54±0.65)分、(4.21±0.77)分、(4.29±0.86)分,也明显优于对照组的(3.38±1.21)分、(2.75±1.03)分、(3.21±1.25)分、(3.54±1.14)分,差异有统计学意义,而在客观理论成绩和实践操作成绩方面,2组间无明显统计学差异。结论LBLCBL-TBL联合教学模式可以明显提高骨科临床教学中医学生的临床思维能力,提升自主学习能力和学习兴趣,获得更好的课堂满意度,提高教学效果。Objectives This study aims to explore the application of LBL,CBL and TBL teaching mode in orthopedic clinical teaching and to observe the teaching effect in order to improve the orthopedic clinical teaching quality.Methods A total of 48 medical university students in a 5+3 long-term program who were interned in orthopedics department of a hospital from January 1 to December 31,2020 were randomly divided into control group and experimental group,with 24 people in each group.The control group adopted LBL teaching mode,and the experimental group adopted LBL-CBL-TBL teaching mode.Questionnaire and examination were used to judge the teaching effect,and the differences between the two groups were observed.Results the case analysis scores in the experimental group(24.92±2.52)were significantly higher than those in the control group(22.83±3.42).The experimental group scores(4.46±0.78,4.54±0.65,4.21±0.77,4.29±0.86)were also significantly better than the scores in the control group(3.38±1.21,2.75±1.03,3.21±1.25,3.54±1.14)from the aspects of clinical thinking,autonomous learning ability,learning interest and classroom satisfaction.The difference was statistically significant.However,there was no significant differences in the scores of objective theory and practical operation between the two groups.Conclusions LBL-CBL-TBL teaching mode can significantly improve the clinical thinking ability of medicine students in orthopedic clinical teaching,enhance their autonomous learning ability and interest in learning,obtain better classroom satisfaction and improve the teaching effect.

关 键 词：LBL CBL TBL 教学模式 骨科 临床教学 

分 类 号：G642[文化科学—高等教育学] R-4[文化科学—教育学]