临床医学专业认证背景下CBL联合PBL在心内科见习教学中的应用和效果评价  

Application and Effect Evaluation of CBL Combined with PBL in Probation Teaching of Cardiology Department Under the Background of Professional Certification of Clinical Medicine

作　　者：刘刚琼[1] 张文静[1] 吴卓葳 上官佳红[1] 朱晓丹[1] 白雪洋[1] 张辉[1] 刘会范[3] LIU Gang-qiong;ZHANG Wen-jing;WUZhuo-wei;SHANGGUAN Jia-hong;ZHU Xiao-dan;BAI Xue-yang;ZHANG Hui;LIU Hui-fan(Department of Cardiovascular,The First Affiliated Hospital of Zhengzhou University,Zhengzhou Henan 450052,China;Department of Urology The First Affiliated Hospital of Zhengzhou University,Zhengzhou Henan 450052,China;Department of Education,The First Affiliated Hospital of Zhengzhou University,Zhengzhou Henan 450052,China)

机构地区：[1]郑州大学第一附属医院心血管内科,河南郑州450052 [2]郑州大学第一附属医院泌尿外科,河南郑州450052 [3]郑州大学第一附属医院教育处,河南郑州450052

出　　处：《中华养生保健》2023年第9期1-4,共4页CHINESE HEALTH CARE

基　　金：河南省医学教育研究项目(Wjh2020536);河南省医学教育研究项目(Wjk2021273);2020年河南省医学科技攻关计划项目(RKX202001008);2020年郑州大学校级教育教学改革研究与实践项目(2020zzuJXLX055)。

摘　　要：目的比较CEL联合PBL整合式教学模式与传统教学模式在心内科见习教学中的应用效果。方法选取2020年9月—2020年12月在郑州大学第一附属医院见习的临床医学(五年制)本科生128名作为研究对象,将其按实习编号随机分为试验组(65例)和对照组(63例)。试验组采用CBL联合PBL整合式教学模式,对照组采用传统教学模式。见习结束后进行综合测评,包括对基础理论知识、病史采集、专科体格检查、病例分析等方面的考核,同时对教学满意度进行问卷调查,以评价教学效果。结果试验组理论成绩、问诊成绩、专科查体、病例分析等综合测评成绩优于对照组,差异有统计学意义(P<0.05)。试验组学习氛围、兴趣激发、文献检索、临床思维、沟通协作等方面满意度调查评分优于对照组,差异有统计学意义(P<0.05)。结论CBL联合PEL整合式教学模式较传统教学模式,能够有效地活跃学习气氛、激发学习兴趣、提高文献检索能力、锻炼临床思维、增强临床沟通协作能力,从而显著提升见习带教教学效果,有效增强学生的临床实践能力。Objective To compare the effect of CBL combined with PBL teaching mode and traditional teaching mode in probation teaching of cardiology department.Methods A total of 128 clinical medicine undergraduates who were on probation in the Department of Cardiology from September 2020 to December 2020 were selected as the research subjects,and they were randomly divided into the observation group(n=65)and the control group(n=63).The observation group was treated with CBL combined with PBL teaching mode,while the control group was treated with traditional teaching mode.A comprehensive assessment was conducted at basic theoretical knowledge,medical history taking,specialized physical examination,case analysis,as well as a questionnaire survey on teaching satisfaction to evaluate teaching effectiveness.Results Compared the observation group with the control group,theoretical scores,consultation scores,specialist examinations,case analysis and other comprehensive assessment scores.The observation group was better than the control group,the difference was statistically significant(P<0.05).Compared satisfaction score of teaching of the observation group with the control group,classroom atmosphere,learning interest,retrieval ability,logical thinking ability,clinical communication ability,the observation group was better than the control group,the difference was statistically significant(P<0.05).Conclusion Compared with the traditional teaching model,CBL combined with PBL can effectively activate the learning atmosphere,stimulate students'learning interest,improve retrieval ability,cultivate clinical thinking and enhance clinical communication ability,so as to significantly improve the teaching effect of probation teaching.Keywords:probation in cardiovascular medicine;case-based learning;problem-based learning;teaching evaluation.

关 键 词：心内科见习 CBL PBL 教学评价 

分 类 号：R543[医药卫生—心血管疾病]