三阶段PBL-CBL结合翻转课堂模式在内分泌科实习中的应用研究  

Application of Three-stage PBL-CBL Combined with Flipped Classroom Model in Endocrinology Practice

作　　者：曹立君[1] 和洁[1] 赵玲[1] 潘毅[1] 范佳双 程晓亮[2] 柯亭羽[1] CAO Lijun;HE Jie;ZHAO Ling;PAN Yi;FAN Jiashuang;CHENG Xiaoliang;KE Tingyu(Department of Endocrinology,the Second Affiliated Hospital of Kunming Medical University,Kunming 650101,Yunnan,China;Department of Geriatrics,the Second Affiliated Hospital of Kunming Medical University,Kunming 650101,Yunnan,China)

机构地区：[1]昆明医科大学第二附属医院内分泌科,云南昆明650101 [2]昆明医科大学第二附属医院老年病科,云南昆明650101

出　　处：《中国卫生产业》2024年第16期5-8,共4页China Health Industry

基　　金：昆明医科大学校级教研教改项目(2021-JY-Y-074)。

摘　　要：目的分析三阶段的基于问题的教学模式(problem based learning,PBL)与基于案例的教学模式(case based learning,CBL)联合翻转课堂在内分泌科实习中的教学效果。方法选取2021年10月—2022年12月于昆明医科大学第二附属医院内分泌科实习的80名临床专业本科生为研究对象。根据教学方法不同分为两组,每组40名。观察组采用以三阶段PBL-CBL教学法与翻转课堂联合教学模式进行内分泌科实习教学,对照组采用传统实习教学模式。比较两组各环节成绩差异及对教学效果的满意度。结果观察组学生在学习主动性、回答问题、自学能力、理论考核成绩高于对照组,差异有统计学意义(P均<0.05)。在实践考核中,观察组的问诊、病历书写、诊断思维、体格检查成绩均优于对照组,差异有统计学意义(P均<0.05)。两组人文关怀成绩对比,差异无统计学意义(P>0.05)。观察组在课程设计、学习兴趣、能力提高、知识掌握程度的满意度高于对照组,差异具有统计学意义(P均<0.05)。结论在内分泌科临床实习过程中,三阶段PBL-CBL教学法与翻转课堂联合模式可以提高教学效果,提高学生参与的积极性。Objective This paper analyzes the teaching effect of three-stage Problem based learning(PBL)and Case based learning(CBL)combined with flipped classroom in endocrinology practice.Methods A total of eighty clinical undergraduates who practiced in the Department of Endocrinology of the Second Affiliated Hospital of Kunming Medi-cal University from October 2021 to December 2022 were selected as the study objects.They were divided into two groups according to different teaching methods,with forty students in each group.The observation group adopted the three-stage PCL-CBL teaching method combined with flipped classroom teaching mode for endocrinology practice teaching,while the control group adopted the traditional practice teaching mode.The results of each link and the satis-faction of teaching effect were compared between the two groups.Results The students in the observation group were higher than those in the control group in learning initiative,answering questions,self-learning ability and theoretical test scores,and the differences were statistically significant(all P<0.05).In practice assessment,the observation group was superior to the control group in the inquiry,medical record writing,diagnostic thinking and physical examination,and the differences were statistically significant(all P<0.05).There was no significant difference in humanistic care between the two groups(P>0.05).The satisfaction of the observation group in course design,learning interest,ability improvement and knowledge mastery was higher than that of the control group,and the differences were statistically significant(all P<0.05).Conclusion In the clinical practice of endocrinology department,the combination of three-stage PCL-CBL teaching method and flipped classroom model can improve the teaching effect and enhance the enthu-siasm of students.

关 键 词：内分泌科 实习 翻转课堂 基于问题的教学模式 基于案例的教学模式 

分 类 号：R19[医药卫生—卫生事业管理]