CBL教学法在麻醉后转运带教过程中的应用研究  

Study on the Application of CBL Teaching Method in the Process of Post-Anesthesia Transport Teaching

作　　者：郑思敏 刘鸿涛[1] 刘英[1] 牛晓丽[1] 吕建瑞[1] 李伟[1] ZHENG Simin;LIU Hongtao;LIU Ying;NIU Xiaoli;LYU Jianrui;LI Wei(Department of Anesthesiology,the Second Affiliated Hospital of Xi'an Jiaotong University,Xi'an Shaanxi 710004,China)

机构地区：[1]西安交通大学第二附属医院麻醉科,陕西西安710004

出　　处：《中国继续医学教育》2024年第20期61-64,共4页China Continuing Medical Education

基　　金：陕西省重点研发计划项目(2023-YBSF-583)。

摘　　要：为探究临床麻醉带教过程中,可明显提升教学质量和学生处理危及事件应变能力的新型教学方法,文章以麻醉过程中较常出现的危急事件为核心,在麻醉教学中成立教学小组和考核小组,教师结合危急事件教学目标设计临床案例,由学生进行分析和讨论,考核小组结合理论和实践过程进行评价和总结以及处理意见。案例教学法(case-based learning,CBL)可以激发学生结合实际案例主动学习相应理论知识的兴趣,更提升了学生处理危急事件的能力,改变以往的“教师讲学生听”的学习方法,同时也激发了教师主动思考和根据最新文献更新知识的能力,真正意义上实现了教学相长。麻醉医生是手术室的“内科医生”,需要掌握多方面的理论知识,应用CBL教学法可以快速地让学生在某类危急事件的学习中掌握周边理论知识及处理能力,在教学效果上有明显的提高,改善了以往麻醉教学“不理解、记不住,不会用”的现状,提升了学生的应变能力,为各类考试和临床工作打下坚实的基础。In order to explore a new teaching method that can significantly improve the teaching quality and students'ability to deal with dangerous events in the process of clinical anesthesia teaching,this paper takes cases,improve students'ability to deal with critical events,change the previous learning method of"teachers talk and students listen",and stimulate teachers'ability to actively think and update knowledge according to the latest literature.In a real sense,teaching and learning are realized.Anesthesiologists are the"internal medicine doctors"in the operating room,who need to master various theoretical knowledge.The application of CBL teaching method can quickly enable students to master the surrounding theoretical knowledge and processing ability in the learning of certain critical events,which can significantly improve the teaching effect,improve the status quo of"not understanding,not remembering,not using"in anesthesia teaching in the past,enhance students'adaptability to change,and lay a solid foundation for all kinds of examinations and clinical work.

关 键 词：CBL教学法 麻醉学 带教 危急事件 应变能力 效果 

分 类 号：G642[文化科学—高等教育学]