CBL教学法联合思维导图在不稳定型心绞痛教学中的效果评价  

Effect Evaluation on CBL Teaching Method Combined With Mind-Mapping in Teaching Unstable Angina Pectoris

作　　者：苏彤 张晓璞[2] 杨玲[1] 王强[1] SU Tong;ZHANG Xiaopu;YANG Ling;WANG Qiang(Department of Cardiology,the Third Affiliated Hospital of Soochow University,Changzhou Jiangsu 213003,China;Department of Neurology,the Third People's Hospital of Changzhou,Changzhou Jiangsu 213001,China)

机构地区：[1]苏州大学附属第三医院心血管内科,江苏常州213003 [2]常州市第三人民医院神经内科,江苏常州213001

出　　处：《中国继续医学教育》2023年第24期72-76,共5页China Continuing Medical Education

基　　金：2021年度常州市卫健委科技项目(指导性科技项目)(WZ202101);常州市“龙城医星”卫生青年科技人才托举工程项目(常医发[2021]19号);常州市第四周期医学重点学科建设项目(CZXK 202202)。

摘　　要：目的 研究案例式教学法(case-based learning,CBL)联合思维导图在不稳定型心绞痛临床教学中的应用效果。方法 选取2019年1月—2021年9月苏州大学附属第三医院119名本科临床医学生进行不稳定型心绞痛教学,分为对照组40名[传统讲授式教学(lecturebased learning,LBL)]、第1试验组36名(CBL教学)和第2试验组43名(CBL教学法联合思维导图教学)。教学结束后对所有学生进行理论知识考核、病案分析考核和调查问卷相结合的方式进行教学效果评价。结果 第1和第2试验组理论知识测评成绩、病案分析考核成绩和问卷调查评分均优于对照组,差异有统计学意义(P<0.05);第2试验组的各项评分均优于第1试验组,差异有统计学意义(P <0.05)。结论 CBL教学法联合思维导图有助于提高不稳定型心绞痛的临床教学效果。Objective To analyze the effect of case-based learning(CBL)combined with mind-maping in the clinical teaching of unstable angina pectoris.Methods A total of 119 undergraduate clinical medicine students from the Third Affiliated Hospital of Soochow University were selected for teaching unstable angina between January 2019 to September 2021,and they were divided into 40 students in the control group[lecture-based learning(LBL)],36 students in the experimental group 1(CBL teaching)and 43 students in the experimental group 2(CBL teaching method combined with mind-mapping teaching),and all students were assessed with theoretical knowledge,case analysis assessment at the end of teaching.The teaching effect was evaluated by a combination of theoretical knowledge assessment,case analysis assessment and questionnaire.Results The scores of theoretical knowledge assessment,medical record analysis and questionnaire survey results in experimental group 1 and 2 were better than those in control group,and the difference was statistically significant(P<0.05).The scores of experimental group 2 were better than those of experimental group 1,and the difference was statistically significant(P<0.05).Conclusion CBL teaching method combined with mind-mapping helps to improve the clinical teaching effect of unstable angina pectoris.

关 键 词：CBL教学法 思维导图教学 不稳定型心绞痛 临床教学 效果评价 理论知识测评 病案分析考核 问卷调查 

分 类 号：G642[文化科学—高等教育学]