探讨整合教学模式在实验诊断学病例讨论中的应用和价值——任务驱动法、CBL、PBL及LBL多种教学方法整合  

The Application and Value of Integrated Teaching Methods in the Case Discussion Part of Laboratory Diagnostics:With Task-driven Method,CBL,PBL and LBL

作　　者：罗进梅[1] 陈晓萍[2] 林晖 周汉建[3] LUO Jin-mei;CHEN Xiao-ping;LIN Hui;ZHOU Han-jian(Medical Intensive Care Unit,The Third Affiliated Hospital of Sun Yat-Sen University,Guangzhou,Guangdong 510630,China;Internal Medicine Teaching and Research Office,The Third Affiliated Hospital of Sun Yat-Sen University,Guangzhou,Guangdong 510630,China;Department of Cardiovascular Medicine,Department of Internal Medicine and Diagnostics,The Third Affiliated Hospital of Sun Yat-Sen University,Guangzhou,Guangdong 510630,China)

机构地区：[1]中山大学附属第三医院内科ICU,广东广州510630 [2]中山大学附属第三医院内科教研室,广东广州510630 [3]中山大学附属第三医院心血管内科、内科学及诊断学教研室,广东广州510630

出　　处：《教育教学论坛》2022年第46期141-144,共4页Education And Teaching Forum

基　　金：2020年度中山大学附属第三医院国家自然科学基金培育专项资助项目“ADAR1通路调控人肺泡巨噬细胞极化在脓毒血症相关ARDS中的作用机制”(2020GZRPYQN26)。

摘　　要：为探讨整合教学模式在实验诊断学病例讨论中的应用和价值,将3个小班的医学本科生随机分为三组:对照组采用CBL+PBL教学,实验1组采用任务驱动法+CBL+PBL教学,实验2组采用任务驱动法+CBL+PBL+LBL教学。课程结束后,采用调查问卷及考试成绩进行评估教学效果。结果发现,实验组的学习主动性及积极性更高,对教学的满意度也更高,实验2组的考试成绩最优(P<0.05)。结论:多种教学方法整合可更大程度地提高学生学习的主动性、积极性及对教学的满意度,促进他们对知识的理解和掌握,更有助于它们的临床思维能力及独立思考能力的提高。In order to explore the application and value of the integrated teaching mode in the case discussion of experimental diagnostics,medical undergraduates in three small classes are randomly divided into three groups.In the control group CBL+PBL teaching are used,in the experimental group 1 task driven+CBL+PBL teaching are used,and the experimental group 2 task driven+CBL+PBL+LBL teaching are used.At the end of the course,the teaching effect is evaluated by questionnaire and examination results.The results show that the experimental group has higher learning initiative and enthusiasm,higher satisfaction with teaching,and the test scores of the experimental group 2 are the best(P<0.05).Conclusion is that the integration of various teaching methods can improve students’learning initiative,enthusiasm and satisfaction with teaching to a greater extent,promote their understanding and mastery of knowledge,and help them improve their clinical thinking ability and independent thinking ability.

关 键 词：病例讨论 LBL CBL PBL 任务驱动法 

分 类 号：G642.0[文化科学—高等教育学]