改良LBL-PBL教学法在心内科临床教学中的应用  

Application of Improved LBL-PBL Teaching Method in Clinical Teaching of Cardiology Department

作　　者：谷阳[1] GU Yang(Department of Cardiology,the Affiliated Huai’an No.1 People's Hospital of Nanjing Medical University,Huai'an Jiangsu 223300,China)

机构地区：[1]南京医科大学附属淮安第一医院心内科,江苏淮安223300

出　　处：《中国继续医学教育》2023年第23期81-86,共6页China Continuing Medical Education

摘　　要：目的探究以授课为导向的教学法(lecture-based learning,LBL)-以问题为导向的教学法(problem-based learning,PBL)教学模式在心内科临床教学中的应用效果。方法2021年6月—2022年6月,选取在南京医科大学附属淮安第一医院心内科实习的144名医学生作为研究对象,分为研究组和对照组,每组各72名。对照组采用传统的LBL教学法,研究组用改良LBL-PBL教学法。教学结束后分析两组学生的客观考核成绩、批判性思维能力、教育环境评估及教学满意度。结果教学结束后可见研究组的随堂检测、理论成绩、操作成绩、批判性思维能力测量表(California Critical Thinking Disposition Inventory,CCTDI-CV)、医学教育环境量表(dundee ready educational environment measure,DREEM)评分均高于对照组,差异有统计学意义(P<0.05)。研究组的总满意率(94.44%)高于对照组(83.33%),差异有统计学意义(P<0.05)。结论在心内科临床教学中应用改良LBL-PBL教学模式能够有效提高学生的客观成绩及批判性思维能力,达到提高学习效率及效果的目的,学生教学满意度较高。Objective To explore the application effect of the improved lecture-based learning(LBL)problembased learning(PBL)teaching model adopted by students in the department of cardiology.Methods From June 2021 to June 2022,a total of 144 medical students who underwent internships in the department of cardiology,the Affiliated Huai'an No.1 People’s Hospital of Nanjing Medical University were selected as the research subjects and divided into a study group and a control group,with 72 students in each group.The control group students were taught with the traditional LBL teaching method,while the research group students were taught with the improved LBL-PBL teaching method.After teaching,the scores of objective assessments,critical thinking abilities,educational environment evaluation and teaching satisfaction of the two groups of students were evaluated.Results After teaching,the classroom tests,theoretical scores,operational scores,critical thinking ability measurement scale(CCTDI-CV)score,and medical education environment scale(DREEM)score in study group were all higher than those of the control group,with statistically significant differences(P<0.05).The total satisfaction rate of the study group(94.44%)was higher than that of the control group(83.33%),with a statistically significant difference(P<0.05).Conclusion The application of the improved LBL-PBL teaching mode in the clinical learning of cardiology department can effectively improve the objective performance and critical thinking ability of students,so as to achieve the purpose of improving the learning efficiency and effect,and the students'teaching satisfaction is higher.

关 键 词：LBL PBL 改良LBL-PBL教学法 心内科 批判性思维能力 临床教学 

分 类 号：G642[文化科学—高等教育学]