“抢答辩论”模式融入CBL教学提升急诊医学临床教学效果  

Incorporating the“Rush-Answer Debate”model into CBL teaching to enhance the clinical teaching effectiveness of emergency medicine

作　　者：尹纯林[1] 李贺[1] YIN Chun-lin;LI He(The Second Affiliated 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急诊外科,安徽合肥230601

出　　处：《安徽医专学报》2025年第1期101-103,共3页Journal of Anhui Medical College

基　　金：安徽省高等学校省级质量工程项目(编号:2021jyxm0705)。

摘　　要：目的:探讨将抢答辩论模式引入到以临床病例为基础(CBL)的临床急诊教学中的效果。方法:选取2021年在某院急诊科实习的60名临床医学专业本科生为研究对象,随机分为传统教学组和教学改革组,每组30名学生,在授课之后进行问卷调查,出科之前进行理论考核。结果:教学改革组学生考核总成绩中位数为83.00(81.25,88.50)分,传统教学组学生考核总成绩中位数为77.00(73.25,78.75)分,教学改革组学生总成绩明显高于传统教学组(P<0.05),且教学改革组学生对问卷激发学习兴趣、利于临床思维培养、加强医患沟通和团队协作能力等调查内容评价均较好,愿意在以后的教学中继续延续该模式。结论:在急诊医学教学中应用临床辩论融入CBL教学,有助于培养学生的急诊思维及综合救治能力。Objective:To explore the application of the“Rush-Answer Debate”model in the teaching process of clinical case-based learning(CBL)and to analyze its effect in clinical emergency teaching.Methods:Sixty undergraduate students majoring in clinical medicine,scheduled to practice in the emergency department in 2021,were recruited as the research participants.They were randomly allocated into two groups:the traditional teaching group and the teaching reform group,with 30 students in each.After the completion of teaching,a questionnaire survey was administered,and a theoretical assessment was conducted prior to the students'departure from the department.Results:The total score of the students in the teaching reform group was 83.00(81.25,88.50)points,while the total score of the students in the traditional teaching group was 77.00(73.25,78.75).The score of the teaching reform group was significantly higher,and the difference was statistically significant.Additionally,the teaching reform group positively evaluated the questionnaire content.Despite the heavier learning burden,they were willing to continue with this model in future teachings.Conclusion:Incorporating clinical debate into CBL teaching in emergency medicine is conducive to cultivating emergency thinking and comprehensive treatment capabilities.

关 键 词：抢答辩论 急诊教学 CBL 教学改革 医学教育 

分 类 号：R4[医药卫生—临床医学]