CBL-TDL综合模式在实验室生物安全实践教学中的应用评价  

Evaluation of the application of CBL-TDL integrated model in laboratory biosafety practice teaching

作　　者：储雯雯[1] 李昕[1] 叶乃芳 刘周[1] CHU Wen-wen;LI Xin;YE Nai-fang(The Second Hospital of Anhui Medical University,Hefei 230601,Anhui)

机构地区：[1]安徽医科大学第二附属医院检验科,安徽合肥230601

出　　处：《安徽医专学报》2024年第6期86-88,共3页Journal of Anhui Medical College

基　　金：安徽省教育厅研究生教育质量工程项目(编号:2022jyjxggyj210);安徽省教育厅省级教学质量工程教学研究项目(编号:2019jyxm1007);安徽省教育厅省级教学质量工程教学研究项目(编号:2023jyxm1125);安徽医科大学教学研究项目(编号:2021xjjyxm44)

摘　　要：目的:探讨案例教学(CBL)联合任务驱动教学法(TDL)在医学实验室生物安全教育中的应用效果。方法:选取某三甲医院检验科实习医学生68名,按时间顺序分成对照组和实验组,每组34人。对照组以常规方法进行生物安全带教学习,实验组采取CBL-TDL综合教学模式进行带教。分别比较两组学生培训后生物安全理论及操作考核成绩和教学满意度及学生实验室生物安全认知情况。结果:实验组学生的生物安全理论考试成绩、实践操作成绩以及对教学模式的满意度均优于对照组,差异有统计学意义(P<0.05)。两组学生在生物安全防护、实验过程中规范操作、实验后正确处理废弃物、离开实验室前进行安全检查这四个方面差异存在统计学意义(P<0.05)。结论:在生物安全教学中采用CBL-TDL综合教学模式对实习生进行带教,能够加强对学生实验室生物安全知识培养,提高实习生实践操作能力,值得在临床带教工作中推广。Objective:To explore the application effect of case teaching(CBL)and task-driven pedagogy(TDL)in biosafety education in medical laboratories.Methods:A total of 68 intern medical students from the laboratory department of a tertiary hospital were selected and divided into control group and experimental group in chronological order,with 34 students in each group.The control group was taught with the conventional method of biosafety belt,and the experimental group was taught by CBL-TDL comprehensive teaching mode.The results of biosafety theory and operation assessment,teaching satisfaction and laboratory biosafety cognition of the two groups were compared.Result:The results of biosafety theory examination,practical operation and the satisfaction with the teaching process and teaching content of application of CBL combined with TDL teaching method of interns in the experimental group were better than those in the control group.All differences were statistically significant(P<0.05).There were significant differences in biosafety operation behavior between the two groups in four aspects,including biosafety protection,complete normal operation during the experiment,correct waste treatment after the experiment and safety inspection before leaving the laboratory(P<0.05).Conclusion:The CBL-TDL comprehensive teaching mode is used to teach students in biosafety teaching,which can strengthen the cultivation of students'laboratory biosafety knowledge and improve their practical operation ability,which is worthy of promotion in clinical teaching.

关 键 词：医学实验室 生物安全教育 临床带教 案例教学法 任务驱动教学法 

分 类 号：R4[医药卫生—临床医学]