案例教学法在内科临床见习带教中的应用研究
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摘要
目的探讨案例教学法在内科学临床见习带教中的应用。方法选取大连大学中山临床学院临床医学专业5年制本科在我院内科见习的63名见习医生作为研究对象,将其随机分为两组,CBL组有32人,传统教学法组有31人。在内科学临床见习带教中,CBL组在心血管系统疾病和消化系统疾病见习中采用案例教学法,传统教学法组采用传统教学法;CBL组在呼吸系统疾病、泌尿系统疾病、血液系统疾病和内分泌及代谢疾病见习中采用传统教学法,传统教学法组采用案例教学法。每阶段见习结束后进行问卷调查,从而了解学生对CBL模式的认可程度,并进行见习考试,采用SPSS 19.0对采集的数据进行统计学分析。结果两阶段CBL组的学生成绩均高于传统教学法组,分别为(90.37±6.02)分和(82.35±7.68)分、(89.96±6.83)分和(81.25±8.68)分,差异具有统计学意义(P <0.05)。与传统教学法相比,问卷调查反馈显示大部分学生认为CBL教学模式有助于提高学习的技巧(92.06%,58/63);对自学能力(71.43%,45/63)、讨论和解决问题(77.78%,49/63)、相关知识的记忆与存储(84.13%,53/63)、获得与他人共事的技巧(85.71%,54/63)、运用知识能力的培养(71.43%,45/63)、提高学习效率(87.30%,55/63)等方面均有帮助。结论案例教学法极大的提高了学习效率。
Objective To explore the application of case teaching method in clinical probation teaching of internal science. Methods A total of 63 interns of five-year undergraduate course of clinical medicine in Zhongshan Clinic College of Dalian University were selected as subjects. They were randomly divided into two groups, 32 students in CBL group and 31 students in traditional teaching method group.In the clinical internship teaching of internal medicine, CBL group used case teaching method in the internship of cardiovascular diseases and digestive diseases. The traditional teaching method group adopts the traditional teaching method. In CBL group, traditional teaching methods were used in the probation of respiratory system diseases,urinary system diseases, blood system diseases and endocrine and metabolic diseases. The traditional teaching method group adopts the case teaching method. Questionnaire survey was conducted after each stage of probation, so as to understand students' recognition of CBL model, and the probation examination was conducted. SPSS 19.0 was used for statistical analysis of the collected data. Results The scores of CBL students in the two stages were higher than those in the traditional teaching method group, the difference was statistically significant(P <0.05). The scores of CBL students in the two stages were(90.37±6.02)points and(82.35±7.68) points,(89.96±6.83) points and(81.25±8.68)points, the difference was statistically significant(P < 0.05). Compared with traditional teaching methods, the feedback from questionnaire survey shows that most students think that CBL teaching mode can help improve their learning skills(92.06%, 58/63). It is helpful to self-study ability(71.43%, 45/63), discussion and problem solving(77.78%, 49/63), memory and storage of related knowledge(84.13%, 53/63), acquisition of skills to work with others(85.71%, 54/63), cultivation of ability to use knowledge(71.43%, 45/63), and improvement of learning efficiency(87.30%, 55/63).Conclusion Case teaching method greatly improves the learning efficiency.
Objective To explore the application of case teaching method in clinical probation teaching of internal science. Methods A total of 63 interns of five-year undergraduate course of clinical medicine in Zhongshan Clinic College of Dalian University were selected as subjects. They were randomly divided into two groups, 32 students in CBL group and 31 students in traditional teaching method group.In the clinical internship teaching of internal medicine, CBL group used case teaching method in the internship of cardiovascular diseases and digestive diseases. The traditional teaching method group adopts the traditional teaching method. In CBL group, traditional teaching methods were used in the probation of respiratory system diseases,urinary system diseases, blood system diseases and endocrine and metabolic diseases. The traditional teaching method group adopts the case teaching method. Questionnaire survey was conducted after each stage of probation, so as to understand students' recognition of CBL model, and the probation examination was conducted. SPSS 19.0 was used for statistical analysis of the collected data. Results The scores of CBL students in the two stages were higher than those in the traditional teaching method group, the difference was statistically significant(P <0.05). The scores of CBL students in the two stages were(90.37±6.02)points and(82.35±7.68) points,(89.96±6.83) points and(81.25±8.68)points, the difference was statistically significant(P < 0.05). Compared with traditional teaching methods, the feedback from questionnaire survey shows that most students think that CBL teaching mode can help improve their learning skills(92.06%, 58/63). It is helpful to self-study ability(71.43%, 45/63), discussion and problem solving(77.78%, 49/63), memory and storage of related knowledge(84.13%, 53/63), acquisition of skills to work with others(85.71%, 54/63), cultivation of ability to use knowledge(71.43%, 45/63), and improvement of learning efficiency(87.30%, 55/63).Conclusion Case teaching method greatly improves the learning efficiency.
引文
[1]Hashim R,Azam N,Shafi M,et al.Perceptions of undergraduate medical students regarding case based learning and tutorial format[J].JPak Med Assoc,2015,65(10):1050-1055.
[2]于婕,王方芳,黄静,等.案例教学法在心内科临床见习带教中的效果探讨[J].继续医学教育,2015,29(3):27-29.
[3]杨春,简平.TBL联合CBL教学法在传染病见习中的应用[J].中国高等医学教育,2017(7):82-83.
[4]Singhal A.Case-based Learning in Microbiology:Observations from a North West Indian Medical College[J].Int J Appl Basic Med Res,2017,7(Suppl 1):S47-S51.
[5]李春,王晓彦,安媛,等.TBL联合CBL教学法在住院医师风湿病临床教学中的应用[J].中国高等医学教育,2016(2):82-83.
[6]杨敏,周润华,曾锦荣.内科学临床见习实施案例教学应重点关注的几个问题[J].西北医学教育,2013,21(5):1036-1038.
[7]陈源,崔东涛.案例教学法在临床内科学教学中的应用探讨[J].中国继续医学教育,2015,7(13):8-9.
[8]雷晓明.案例式教学法在中西医结合内科学临床见习的应用[A].中国中西医结合学会教育工作委员会.第四届第三次全国中西医结合临床教育会议论文集[C].中国中西医结合学会教育工作委员会:中国中西医结合学会,2011:3.
[9]杜林.临床内科学教学中如何应用案例教学法方法分析[J].中国卫生产业,2017,14(33):85-86.
[10]聂晓莉,谢炜,周迎春,等.整合多元教学模式的中医内科学分段式临床见习路径的构建[J].中国高等医学教育,2018(9):93-94.
[11]吴雁,郑峰,林燕玉.中医临床案例教学法在中医内科学专业研究生临床实践教学中的应用初探[J].亚太传统医药,2016,12(13):142-143.
[12]宋月平.内科学见习教学改革的探索与实践[J].医学研究与教育,2018,35(4):67-70.
[13]张露.内科学实验课见习教学带教方式探索与实践[J].中西医结合心血管病电子杂志,2018,6(16):179-180.
[14]杜林.临床内科学教学中如何应用案例教学法方法分析[J].中国卫生产业,2017,14(33):85-86.
[2]于婕,王方芳,黄静,等.案例教学法在心内科临床见习带教中的效果探讨[J].继续医学教育,2015,29(3):27-29.
[3]杨春,简平.TBL联合CBL教学法在传染病见习中的应用[J].中国高等医学教育,2017(7):82-83.
[4]Singhal A.Case-based Learning in Microbiology:Observations from a North West Indian Medical College[J].Int J Appl Basic Med Res,2017,7(Suppl 1):S47-S51.
[5]李春,王晓彦,安媛,等.TBL联合CBL教学法在住院医师风湿病临床教学中的应用[J].中国高等医学教育,2016(2):82-83.
[6]杨敏,周润华,曾锦荣.内科学临床见习实施案例教学应重点关注的几个问题[J].西北医学教育,2013,21(5):1036-1038.
[7]陈源,崔东涛.案例教学法在临床内科学教学中的应用探讨[J].中国继续医学教育,2015,7(13):8-9.
[8]雷晓明.案例式教学法在中西医结合内科学临床见习的应用[A].中国中西医结合学会教育工作委员会.第四届第三次全国中西医结合临床教育会议论文集[C].中国中西医结合学会教育工作委员会:中国中西医结合学会,2011:3.
[9]杜林.临床内科学教学中如何应用案例教学法方法分析[J].中国卫生产业,2017,14(33):85-86.
[10]聂晓莉,谢炜,周迎春,等.整合多元教学模式的中医内科学分段式临床见习路径的构建[J].中国高等医学教育,2018(9):93-94.
[11]吴雁,郑峰,林燕玉.中医临床案例教学法在中医内科学专业研究生临床实践教学中的应用初探[J].亚太传统医药,2016,12(13):142-143.
[12]宋月平.内科学见习教学改革的探索与实践[J].医学研究与教育,2018,35(4):67-70.
[13]张露.内科学实验课见习教学带教方式探索与实践[J].中西医结合心血管病电子杂志,2018,6(16):179-180.
[14]杜林.临床内科学教学中如何应用案例教学法方法分析[J].中国卫生产业,2017,14(33):85-86.
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