CBL教学法在陕西省风湿免疫科住院医师规范化培训中的应用  

Application of Case-Based Learning Teaching Method in Standardized Training for Resident Doctor in the Department of Rheumatology and Immunology

作　　者：王静[1] 李汉超[1] 李园园 WANG Jing;LI Hanchao;LI Yuanyuan(Department of Rheumatology and Immunology,the First Affiliated Hospital of Xi’an Jiaotong University,Xi’an shaanxi 710061,China)

机构地区：[1]西安交通大学第一附属医院风湿免疫科,陕西西安710061

出　　处：《中国继续医学教育》2025年第5期88-93,共6页China Continuing Medical Education

基　　金：陕西省自然科学基础研究计划项目(2023-JCYB-754)。

摘　　要：目的探讨案例教学法(case-based learning,CBL)在风湿免疫科住院医师规范化培训中的教学效果。方法选取2022年10月—2023年4月在西安交通大学第一附属医院风湿免疫科进行规范化培训的46名住培医师为研究对象,采用随机数字表法分为常规教学组和CBL教学组,各23名。常规教学组采用常规教学法,CBL教学组采用CBL教学法。比较带教2月后2组住培医师的出科考试成绩、临床综合能力以及教学满意度。结果入科时,比较2组理论考核成绩、操作考核成绩及在病史采集、病情分析、疾病诊断及疾病治疗等临床综合能力,差异无统计学意义(P>0.05)。出科时,CBL教学组住培医师的理论考核成绩及操作考核成绩分别为(93.43±9.83)分、(95.52±5.92)分,均高于常规教学组[(85.61±10.24)分、(91.15±4.83)分],差异有统计学意义(P<0.05)。CBL教学组在病情分析、疾病诊断及疾病治疗能力的评分分别为(8.51±1.29)、(8.32±1.16)、(8.05±1.07),均高于常规教学组[(7.45±1.06)分、(7.31±1.21)分、(6.93±1.13)分],差异有统计学意义(P<0.05)。比较2组对教学总满意度、对知识掌握总满意度,差异无统计学意义(P>0.05)。但CBL教学组对疾病概念、临床表现的知识掌握方面满意度高于常规教学组,差异有统计学意义(P<0.05)。结论在风湿免疫科住院医师规范化培训中引入CBL教学法,可提高住培医师的理论、临床实践能力及教学满意度。Objective To assess the effect of case-based learning(CBL)in standardized training of resident doctor in the department of rheumatology and immunology.Methods A total of 46 resident physicians who received standardized training in the department of rheumatology and immunology of the First Affiliated Hospital of Xi’an Jiaotong University from October 2022 to April 2023 were selected as the research objects.They were divided into the routine teaching group and CBL teaching method group by random number table method,with 23 resident physicians in each group.The conventional teaching group adopted the conventional teaching method,and the CBL teaching group adopted the CBL teaching method.The examination results,clinical comprehensive ability and teaching satisfaction of the two groups were compared after 2 months of teaching.Results When entering the department,there were no significant differences between the two groups in theoretical assessment results,operational assessment results,and clinical comprehensive ability such as medical history collection,disease analysis,disease diagnosis and disease treatment(P>0.05).At the time of leaving the department,the theoretical assessment scores and operational assessment scores of the residents in the CBL teaching group were(93.43±9.83)points and(95.52±5.92)points,respectively,which were higher than those in the conventional teaching group[(85.61±10.24)points,(91.15±4.83)points],the differences were statistically significant(P<0.05).The scores of disease analysis,disease diagnosis and disease treatment ability in the CBL teaching group were(8.51±1.29)points,(8.32±1.16)points and(8.05±1.07)points,respectively,which were higher than those in the conventional teaching group[(7.45±1.06)points,(7.31±1.21)points,(6.93±1.13)points],and the differences were statistically significant(P<0.05).There was no significant difference in the total satisfaction with teaching and the total satisfaction with knowledge between the two groups(P>0.05).However,the satisfaction of the C

关 键 词：案例教学法 风湿免疫科 住院医师规范化培训 理论成绩 临床综合能力 教学满意度 

分 类 号：G642[文化科学—高等教育学]