联合教学模式对肿瘤科轮转实习生学习精准理念的效果分析  

Analysis of the Effect of Joint Teaching Mode on the Accurate Concept of Learning for Rotating Interns in Department of Oncology

作　　者：刘子瑶 陈衣强 谢正尧 刘思远 李晶晶 沈洁[1,2] LIU Ziyao;CHEN Yiqiang;XIE Zhengyao;LIU Siyuan;LI Jingjing;SHEN Jie(Department of Medicine Precision Medical Center,Nanjing Drum Tower Hospital,the Affiliated Hospital of Nanjing University Medical School,Nanjing Jiangsu 210008,China;Department of Oncology,Nanjing Drum Tower Hospital,the Affiliated Hospital of Nanjing University Medical School,Nanjing Jiangsu 210008,China)

机构地区：[1]南京大学医学院附属鼓楼医院精准医学中心,江苏南京210008 [2]南京大学医学院附属鼓楼医院肿瘤科,江苏南京210008

出　　处：《中国继续医学教育》2024年第21期108-111,共4页China Continuing Medical Education

基　　金：江苏省卫生健康委2023年度医学科研立项项目(H2023068);江苏省医院协会医院管理创新研究课题(JSYGY-3-2023-618);南京大学中国医院改革发展研究院院内管理课题(NDYGN2023002)。

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)+文献导向自主学习法(reference-induced self-education,RISE),即CBL+PBL+RISE联合教学模式对肿瘤科轮转实习生学习精准理念的有效性及教学应用价值。方法选取2023年7—9月2023级徐州医科大学临床医学专业在南京鼓楼医院培养的医学生共56名学生为研究对象,通过随机数字表法将医学生分为试验组和对照组,各28名。试验组采用CBL+PBL+RISE联合教学模式,对照组采用传统教学法(lecture-based learning,LBL)教学模式。分析2组医学生的基础理论知识、临床案例分析和教学效果评价。结果试验组的基础理论知识成绩和临床案例分析成绩分别为(86.43±8.70)分和(86.43±9.51)分,高于对照组的考试成绩[(73.93±10.66)分和(72.50±9.67)分],差异有统计学意义(P<0.05)。试验组医学生在提升学习兴趣、提高阅读文献的能力、提升学习自主性和提高学习效率的教学效果评分分别为(2.82±0.39)分、(2.71±0.46)分、(2.79±0.42)分和(2.75±0.44)分,均高于对照组的评分[(2.21±0.74)分、(2.18±0.86)分、(2.43±0.79)分和(2.39±0.79)分],差异有统计学意义(P<0.05)。结论CBL+PBL+RISE联合教学模式在肿瘤学教学中具有应用价值,有助于激发学生的学习兴趣,提高其阅读文献的能力,提升学习自主性和提高学习效率。Objective To explore the effectiveness and teaching application value of joint teaching mode(CBL+PBL+RISE)in oncology rotation interns learning precision concept.Methods A total of 56 medical students from the clinical medicine major of Xuzhou Medical University in Nanjing Drum Tower Hospital from July to September 2023 were selected and divided into experimental group and control group with 28 students in each group by random number table method.The experimental group implemented a joint teaching mode(CBL+PBL+RISE),while the control group utilized a lecture-based learning(LBL)teaching approach.The basic theoretical knowledge,clinical case analysis,and teaching effect evaluations of the two groups of medical students were analyzed.Results The scores for basic theoretical knowledge and clinical case analysis in the experimental group were(86.43±8.70)points and(86.43±9.51)points,respectively,which were higher than those of the control group[(73.93±10.66)points and(72.50±9.67)points],with statistically significant differences(P<0.05).The experimental group's evaluations of teaching effects in terms of enhancing learning interest,improving literature reading ability,enhancing learning autonomy,and improving learning efficiency were(2.82±0.39)points,(2.71±0.46)points,(2.79±0.42)points and(2.75±0.44)points,respectively,all higher than those of the control group[(2.21±0.74)points,(2.18±0.86)points,(2.43±0.79)points and(2.39±0.79)points],with statistically significant differences(P<0.05).Conclusion The joint teaching mode(CBL+PBL+RISE)has application value in oncology teaching,as it helps stimulate learning interest,improve literature reading ability,enhance learning autonomy,and improve learning efficiency.

关 键 词：CBL+PBL+RISE联合教学模式 传统教学法 肿瘤学教学 精准理念 临床医学专业 教学应用 

分 类 号：G642[文化科学—高等教育学]