教学顺序改变(LBL、CBL)对心血管内科教学效果的影响  

The Influence of Teaching Sequence Change(LBL, CBL) on the Teaching Effect of Cardiovascular Medicine

作　　者：曾莉[1] 陈建[2] 庄少伟 姜升阳 徐迎辉 ZENG Li;CHEN Jian;ZHUANG Shaowei;JIANG Shengyang;XU Yinghui(Department of Cardiovascular Medicine,the Seventh People’s Hospital Affiliated to Shanghai University of Traditional Chinese Medicine,Shanghai 200137,China;Department of Traditional Medicine,Affiliated Hospital of Integrated Traditional Chinese and Western Medicine of Shanghai University of Traditional Chinese Medicine,Shanghai 200082,China)

机构地区：[1]上海中医药大学附属第七人民医院心血管内科,上海200137 [2]上海中医药大学附属市中西结合医院传统医学科,上海200082

出　　处：《中国中医药现代远程教育》2023年第1期1-3,共3页Chinese Medicine Modern Distance Education of China

基　　金：上海市浦东新区临床高原学科(No.PWYgy2018-05);上海市卫生健康委员会科学研究项目[No.201940461];上海市浦东新区科技发展基金民生科研专项资金医疗卫生项目[No.PKJ2018-Y15];上海市浦东新区卫生系统学科带头人培养计划[No.PWRd2019-14];上海中医药大学课程建设项目[No.2019HUTCMSPH004]。

摘　　要：目的 研究教学顺序改变(LBL、CBL)对心血管内科教学效果的影响。方法 选取上海中医药大学2017级本科临床专业60人为研究对象,随机分为观察组和对照组,每组30人。对照组:运用传统的LBL临床教学方法,包括课前独立预习、PPT课件讲解等灌输式教学。观察组:教学顺序改变(LBL、CBL)的方法教学,比较2组教学效果。结果 观察组理论成绩、实践技能成绩均高于对照组,差异有统计学意义(P<0.05)。对于是否增强学习兴趣、是否培养科学的推理能力、是否加强分析解决问题的能力、是否增强对知识的理解与掌握、是否有助于基础联系临床、是否引导发散思维这6点比较,观察组明显高于对照组,差异具有显著统计学意义(P<0.01)。结论 心血管病本科教学中,应用教学顺序改变(LBL、CBL)的教学方法,能增强本科学生的学习主动性,提高教学成绩,更有助于培养其临床思维,提高学生对教学的满意度。Objective To study the influence of teaching sequence change(LBL, CBL) on the teaching effect of cardiovascular medicine. Methods Sixty subjects of 2017 undergraduate clinical major in Shanghai University of Traditional Chinese Medicine were selected and randomly divided into observation class and control class, with 30 students in each class. The control class used traditional LBL clinical teaching methods, including independent preview before class, PPT courseware for explanation, and other infused teaching. The observation class used the teaching method of changing teaching order(LBL, CBL). The teaching effect between the two groups was compared. Results The theoretical achievement and practical skills of the observation class were higher than those of the control class, with statistical differences(P<0.05). Whether to increase interest in learning, cultivate the scientific reasoning, whether analysis of strengthening the ability to solve the problem, whether to enhance the understanding of knowledge and master, whether based contact clinical, whether to help guide the divergent thinking this 6 PM, significantly higher than that in comparative classes,with significant statistical difference(P<0.01). Conclusion The application of teaching sequence change(LBL, CBL) teaching method in the undergraduate teaching of cardiovascular disease can enhance the undergraduate students’ learning initiative, improve the teaching performance, but also help to cultivate their clinical thinking, improve the students’ teaching satisfaction.

关 键 词：本科教学 心血管内科 教学顺序改变 教学改革 

分 类 号：G642.4[文化科学—高等教育学] R-4[文化科学—教育学]