系统化教学法联合PBL法与CBL法在输血医学临床带教中的应用  

Application of Systematic Teaching Method Combined with Problem-Based Learning and Case-Based Learning in Clinical Teaching of Transfusion Medicine

作　　者：李晗郡[1] 张鹏[1] 向晓欢 杨菁菁[1] 方华[1] Li Hanjun;Zhang Peng;Xiang Xiaohuan;Yang Jingjing;Fang Hua(Department of blood transfusion,The Third Hospital of Mianyang,Sichuan Mental Health Center,Mianyang 621000,Sichuan Province,China;不详)

机构地区：[1]绵阳市第三人民医院.四川省精神卫生中心输血科,四川省绵阳市621000

出　　处：《中国病案》2025年第3期89-92,共4页Chinese Medical Record

基　　金：四川省医疗卫生与健康促进会科研项目(KY2022QN0160);绵阳市第三人民医院院级课题(202248)。

摘　　要：目的讨论系统化教学法联合问题为基础学习法(PBL)与案例情景学习法(CBL)在输血医学临床带教中的应用,为提高教学质量探索有效方法。方法选取2020年6月1日—2024年6月20日在某院输血科定向实习的80名实习生,按照随机数字表法将所有实习生分为对照组和研究组各40名,对照组实习生实施常规教学法,研究组实习生实施系统化教学法联合PBL法与CBL法;比较2组实习生考核成绩评分、综合能力评分以及实习生对教学的满意度。结果研究组实习生考核成绩评分高于对照组实习生,理论知识、操作规范、院感防控、医患沟通得分分别为(18.51±1.89比12.01±1.06)分、(19.21±1.19比15.32±1.09)分、(20.56±1.46比15.45±1.65)分、(21.23±1.32比16.56±1.12)分,差异有统计学意义。研究组实习生综合能力评分高于对照组实习生,临床思维能力、问题解决能力、团队协作能力得分分别为(90.51±3.89比80.01±3.06)分、(91.13±3.12比81.24±3.14)分、(90.56±3.41比81.45±3.35)分,差异有统计学意义。研究组实习生对教学的满意度高于对照组实习生,差异有统计学意义。结论系统化教学法联合PBL法与CBL法在输血医学临床带教中的应用效果显著,提高学生的学习成绩和综合能力,增强学生对教学的满意度,在输血医学临床带教中具有较高的应用价值和推广前景。Objectives This study aims to discuss the application of systematic teaching methods in conjunction with Problem-Based Learning(PBL)and Case-Based Learning(CBL)in the clinical instruction of transfusion medicine.Methods A total of 80 interns who were doing targeted internship in the blood transfusion department of a hospital from June 1,2020 to June 20,2024 were selected and divided into a control group and a research group with 40 in each group according to the random number table method.The interns in the control group implemented the conventional teaching method,while the interns in the research group implemented the systematic teaching method combined with PBL and CBL methods.The assessment scores,comprehensive ability scores and satisfaction of the interns with teaching were compared between the two groups.Results The interns in the study group achieved higher scores in the assessment compared to those in the control group.The scores of theoretical knowledge,operational standards,hospital infection prevention and control,and doctor-patient communication were 18.51±1.89 vs.12.01±1.06,19.21±1.19 vs.15.32±1.09,20.56±1.46 vs.15.45±1.65,and 21.23±1.32 vs.16.56±1.12,respectively,and the differences were statistically significant.The comprehensive ability scores of the interns in the research group were higher than those in the control group.The scores of clinical thinking ability,problem-solving ability,and teamwork ability were 90.51±3.89 vs.80.01±3.06,91.13±3.12 vs.81.24±3.14,and 90.56±3.41 vs.81.45±3.35,respectively,and the differences were statistically significant.The interns in the research group were more satisfied with teaching than those in the control group,and the difference was statistically significant.Conclusions The application of systematic teaching method combined with PBL method and CBL method in clinical teaching of transfusion medicine has significant results,improving students'academic performance and comprehensive ability,enhancing students'satisfaction with teaching,and has a h

关 键 词：系统化教学法 PBL CBL 输血医学 

分 类 号：G642[文化科学—高等教育学]