以案例为基础的学习法在临床诊断学教学中的应用
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摘要
以案例为基础的学习法(CBL)在医学、商学和法学领域应用日益广泛,CBL在医学教育领域一直受到人们的关注。笔者将CBL应用在临床诊断学教学,以真实的临床场景为基础培养医学生临床实践技能和正确诊断思维,培养学生使用所学理论知识和推理能力来解决临床问题。CBL具有参与性和启发性,能有效提高医学生的分析和解决问题能力,有助于医学生的逻辑推理能力和综合诊断技能的培养并在未来的职业发展过程中灵活运用其诊断技能。CBL能有效提高学生临床诊断技能,在临床诊断学教学中取得了较好效果,值得重视和推广。
Case-based learning(CBL) is widely applied in the field of law, business and medicine education.CBL is a student-centered teaching methodology, which has been receiving attention in medical education.We applied CBL in clinical diagnostics teaching. CBL exposes students to real-world scenarios that need to be solved using their reasoning skills and existing theoretical knowledge.The participation and stimulation of CBL could effectively improve medical students′ ability to analyze and solve clinical problems,which is very important for their career development in the future. CBL helps medical students′ logical reasoning ability and the comprehensive diagnostic skills training, so that medical students could actively apply clinical reasoning skills to their diagnostic interpretative, diagnostic, and treatment skills in a scalable way. CBL improves clinical skills, and it achieves good effect in clinical diagnostics teaching. This teaching method is worth promoting.
Case-based learning(CBL) is widely applied in the field of law, business and medicine education.CBL is a student-centered teaching methodology, which has been receiving attention in medical education.We applied CBL in clinical diagnostics teaching. CBL exposes students to real-world scenarios that need to be solved using their reasoning skills and existing theoretical knowledge.The participation and stimulation of CBL could effectively improve medical students′ ability to analyze and solve clinical problems,which is very important for their career development in the future. CBL helps medical students′ logical reasoning ability and the comprehensive diagnostic skills training, so that medical students could actively apply clinical reasoning skills to their diagnostic interpretative, diagnostic, and treatment skills in a scalable way. CBL improves clinical skills, and it achieves good effect in clinical diagnostics teaching. This teaching method is worth promoting.
引文
[1] Ali M,Han SC,Bilal HSM,et al.iCBLS:an interactive case-based learning system for medical education[J].Int J Med Inform,2018(109):55-69.
[2] 左川,曾静,卿平,等.案例教学法应用于诊断学腹部查体教学初探[J].中国循证医学杂志,2012,12(12):1426-1431.
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[4] Nasir J,Goldie J,Little A,et al.Case-based interprofessional learning for undergraduate healthcare professionals in the clinical setting[J].Holistic Medicine,2017,31(1):4.
[5] Du GF,Li CZ,Shang SH,et al.Practising case-based learning in oral medicine for dental students in China[J].Eur J Dent Educ,2013,17(4):225-228.
[6] Goldberg LR,Brown GR,Mosack VA,et al.Student reflections following exposure to a case-based interprofessional learning experience:preliminary findings[J].J Interprof Care,2015,29(4):380-382.
[7] Thistlethwaite JE,Davies D,Ekeocha S,et al.The effectiveness of case-based learning in health professional education.A BEME systematic review:BEME Guide No.23[J].Med Teach,2012,34(6):e421-e444.
[8] 赵自刚,牛春雨,侯亚利.以病例分析为切入点提高实验诊断学教学质量[J].医学教育探索,2003,2(2):43-44.
[9] 曹苏娟,李晓玲,李国亮,等.案例教学法在《诊断学》教学中的应用[J].中国医药指南,2012,10(16):365-366.
[10] 陈建胜,沈建箴.案例教学法在临床诊断学实践教学中的运用[J/CD].中华诊断学电子杂志,2015,3 (4):255-257.
[11] 史话跃,徐征,吴承玉.案例式教学法结合远程临床实训系统在中医诊断学教学中的探索应用[J].继续医学教育,2017,31(1):49-51.
[12] 刘奔,程学英,刘丹丹,等.双轨模式教学法(案例式与PBL式)在实验诊断学实验教学中的应用实践[J].继续医学教育,2017,31(4):56-58.
[13] 韩峰,方法.案例教学法在诊断学教学中的实践与体会[J].中国卫生产业,2016,13(7):128-129,142.
[14] 杨敬春,杜岚,常莹,等.案例教学法结合多媒体教学法在超声专业教学中的应用研究[J].现代生物医学进展,2018,18(3):557-560,572.
[15] 于欣华,王涛.我国研究生案例教学的困境与出路 [J].未来与发展,2013,36(8):101-104.
[16] Chéron M,Ademi M,Kraft F,et al.Case-based learning and multiple choice questioning methods favored by students[J].BMC Med Educ,2016,16(1):1-7.
[17] 寇惠娟,高登,王洪涛,等.以病例为基础的“两微一翻”教学法在心电图实习带教中的体会[J/CD].中华诊断学电子杂志,2018,6(4):281-285.
[18] Smith KL,Petersen DJ,Soriano R,et al.Training tomorrow′s teachers today:a national medical student teaching and leadership retreat[J].Med Teach,2007,29(4):328-334.
[2] 左川,曾静,卿平,等.案例教学法应用于诊断学腹部查体教学初探[J].中国循证医学杂志,2012,12(12):1426-1431.
[3] Braeckman L,′t Kint L,Bekaert M,et al.Comparison of two case-based learning conditions with real patients in teaching occupational medicine[J].Med Teach,2014,36(4):340-346.
[4] Nasir J,Goldie J,Little A,et al.Case-based interprofessional learning for undergraduate healthcare professionals in the clinical setting[J].Holistic Medicine,2017,31(1):4.
[5] Du GF,Li CZ,Shang SH,et al.Practising case-based learning in oral medicine for dental students in China[J].Eur J Dent Educ,2013,17(4):225-228.
[6] Goldberg LR,Brown GR,Mosack VA,et al.Student reflections following exposure to a case-based interprofessional learning experience:preliminary findings[J].J Interprof Care,2015,29(4):380-382.
[7] Thistlethwaite JE,Davies D,Ekeocha S,et al.The effectiveness of case-based learning in health professional education.A BEME systematic review:BEME Guide No.23[J].Med Teach,2012,34(6):e421-e444.
[8] 赵自刚,牛春雨,侯亚利.以病例分析为切入点提高实验诊断学教学质量[J].医学教育探索,2003,2(2):43-44.
[9] 曹苏娟,李晓玲,李国亮,等.案例教学法在《诊断学》教学中的应用[J].中国医药指南,2012,10(16):365-366.
[10] 陈建胜,沈建箴.案例教学法在临床诊断学实践教学中的运用[J/CD].中华诊断学电子杂志,2015,3 (4):255-257.
[11] 史话跃,徐征,吴承玉.案例式教学法结合远程临床实训系统在中医诊断学教学中的探索应用[J].继续医学教育,2017,31(1):49-51.
[12] 刘奔,程学英,刘丹丹,等.双轨模式教学法(案例式与PBL式)在实验诊断学实验教学中的应用实践[J].继续医学教育,2017,31(4):56-58.
[13] 韩峰,方法.案例教学法在诊断学教学中的实践与体会[J].中国卫生产业,2016,13(7):128-129,142.
[14] 杨敬春,杜岚,常莹,等.案例教学法结合多媒体教学法在超声专业教学中的应用研究[J].现代生物医学进展,2018,18(3):557-560,572.
[15] 于欣华,王涛.我国研究生案例教学的困境与出路 [J].未来与发展,2013,36(8):101-104.
[16] Chéron M,Ademi M,Kraft F,et al.Case-based learning and multiple choice questioning methods favored by students[J].BMC Med Educ,2016,16(1):1-7.
[17] 寇惠娟,高登,王洪涛,等.以病例为基础的“两微一翻”教学法在心电图实习带教中的体会[J/CD].中华诊断学电子杂志,2018,6(4):281-285.
[18] Smith KL,Petersen DJ,Soriano R,et al.Training tomorrow′s teachers today:a national medical student teaching and leadership retreat[J].Med Teach,2007,29(4):328-334.
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