CBL、PBL联合SP及EBM教学法在消化内科实践教学中的应用  

Application of CBL,PBL Combined With SP and EBM Teaching Methods in the Practice of Gastroenterology

作　　者：付金龙[1] 何敏慧[1] 杨晓蓉[1] FU Jinlong;HE Minhui;YANG Xiaorong(Department of Gastroenterology,School of Clinical Medicine,Hangzhou Normal University/the Affiliated Hospital of Hangzhou Normal University,Hangzhou Zhejiang 310015,China)

机构地区：[1]杭州师范大学临床医学院/杭州师范大学附属医院消化内科,浙江杭州310015

出　　处：《中国继续医学教育》2024年第12期72-76,共5页China Continuing Medical Education

基　　金：2023年杭州师范大学附属医院(临床医学院、口腔医学院)教学建设与改革备案项目(FSYYJG202304)。

摘　　要：目的探讨案例教学法(case-based learning,CBL)、以问题为基础的教学法(problem-based learning,PBL)联合标准化病人(standardized patients,SP)及循证医学(evidence-based medicine,EBM)教学法在消化内科实践教学中的应用效果。方法选取2022年9月—2023年6月42名杭州师范大学附属医院消化内科见习生为研究对象,按照随机数字表法分为试验组和对照组,每组21名。对照组采用CBL教学法,试验组采用CBL、PBL联合SP及EBM教学法。比较2组学生的批判性思维能力评分及对教学效果的评价。结果试验组学生开放思想、批判思维的自信心及总分分别为(40.95±3.60)分、(42.35±2.66)分、(287.35±15.12)分,高于对照组的(38.59±3.46)分、(38.56±4.36)分、(274.28±13.97)分(P<0.05)。问卷调查的教学效果评价方面,试验组在对教学方法的满意度、主动学习积极性及兴趣水平、师生交流和课堂气氛活跃程度、希望今后使用该教学方法的人数占比上均优于对照组(P<0.05)。结论与CBL相比,CBL、PBL联合SP及EBM教学法能更好地提升医学生的批判性思维能力,更大程度激发学生自主学习的兴趣和更好地培养其发现和解决临床问题的能力,值得在医学教育教学中不断探索和应用。Objective To explore the application effect of case-based learning(CBL),problem-based learning(PBL)combined with standardized patients(SP)and evidence-based medicine(EBM)teaching model in practical teaching of gastroenterology.Methods A total of 42 trainees in department of gastroenterology,the Affiliated Hospital of Hangzhou Normal University from September 2022 to June 2023 were selected as the study objects.They were randomly divided into an experimental group and a control group using numerical method,with 21 students in each group.The control group received CBL teaching,while the experimental group received CBL/PBL combined with SP and EBM teaching.The evaluation of critical thinking ability and teaching effect of the two groups of students were compared.Results The open mind and critical thinking confidence and total score of the experimental group students were(40.95±3.60)points,(42.35±2.66)points,(287.35±15.12)points,respectively,which was higher than(38.59±3.46)points,(38.56±4.36)points and(274.28±13.97)points of control group(P<0.05).In terms of teaching effect evaluation,the experimental group was better than the control group in satisfaction with teaching methods,active learning enthusiasm and interest level,active teacher-student communication and classroom atmosphere,and the proportion of people who hoped to use this teaching method in the future(P<0.05).Conclusion Compared with the CBL,the CBL,PBL combined with SP and EBM teaching model can better enhance the critical thinking ability of medical students,stimulate their interest in self-directed learning to a greater extent,and better cultivate their ability to discover and solve clinical problems.It is worth continuously exploring and applying in medical education and teaching.

关 键 词：教学模式 CBL PBL 标准化病人 循证医学 批判性思维 内科实践 

分 类 号：G642[文化科学—高等教育学]