PBL联合CBL教学法在肾内科见习中的应用
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摘要
目的探讨PBL联合CBL教学法应用于肾内科临床见习的教学效果。方法研究对象选取在我院肾内科见习的64名学生,随机分为实验组和对照组,每组各32人,对照组采用传统的教学法即讲授法,实验组采用PBL联合CBL教学法,见习任务结束后进行随堂测试和问卷调查评估教学效果。结果 PBL联合CBL教学法组在学习成绩及教学方式满意度等方面显著高于传统教学法组,实验组学生考核成绩为(89.6±5.1)分,对照组学生(83.4±4.2)分,差异具有统计学意义(P<0.05)。结论 PBL联合CBL教学法相较传统教学法,能有效提高学生的学习成绩和主观能动性,有利于培养其临床思维能力,值得推广。
Objective To evaluate the application value of the Problem-based Learning(PBL)combined with Case-based Learning(CBL)teaching method in nephrology clinical practice.Methods Nephrology medicine undergraduate clinical training of medical 64 students were randomly divided into a test group and a control group with 32 each.The experimental group used PBL combined with CBL approach and the control group used traditional teaching methods.The measures of multi-stage theory testing,clinical comprehensive skills assessment and survey methods were assessed for teaching effectiveness.Results The multi-stage theory test score of the experimental group(89.6±5.1),was significantly better than the control group(83.4±4.2)(P<0.05).The experimental group had good evaluation of teaching effectiveness.Conclusion The use of PBL combined with CBL teaching method in teaching nephrology medicine can effectively improve students' subjective initiative and help them develop their clinical skills,which is worth promoting.
Objective To evaluate the application value of the Problem-based Learning(PBL)combined with Case-based Learning(CBL)teaching method in nephrology clinical practice.Methods Nephrology medicine undergraduate clinical training of medical 64 students were randomly divided into a test group and a control group with 32 each.The experimental group used PBL combined with CBL approach and the control group used traditional teaching methods.The measures of multi-stage theory testing,clinical comprehensive skills assessment and survey methods were assessed for teaching effectiveness.Results The multi-stage theory test score of the experimental group(89.6±5.1),was significantly better than the control group(83.4±4.2)(P<0.05).The experimental group had good evaluation of teaching effectiveness.Conclusion The use of PBL combined with CBL teaching method in teaching nephrology medicine can effectively improve students' subjective initiative and help them develop their clinical skills,which is worth promoting.
引文
[1]姜立萍,杨光燃,钱冬梅,等.提高肾内科见习教学质量的方法探讨[J].中国病案,2011,12(4):65-66.
[2]王悦华,郑亚民,江华,等.基于临床决策思维模式的PBL与CBL相结合的教学课程设计[J].中华医学教育探索杂志,2017,16(7):702-705.
[3]宫晨,庄亮,邱红,等.PBL和CBL相结合在临床肿瘤学教学中的应用[J].中华医学教育探索杂志,2015,14(11):1168-1172.
[4]李秀季,苏志燕,张国娟,等.CBL教学法在肾脏病临床见习中的应用[J].中国病案,2015(10):76-78.
[5]朱平,谢莉,杨林.等.CBL教学模式在肾病内科临床带教中的尝试[J].中国高等教育学,2014(8):98-99.
[6]Sánchez-González P,Oropesa I,García-Novoa J,et al.AMELIE:Authoring Multimedia-Enhanced Learning Interactive Environment for medical contents[J].Stud Health Technol Inform.2013,190(190):68-70.
[7]Nadershahi NA,Bender DJ,Beck L,et al.An overview of case-based and problem-based learning methodologies for dental education[J].J Dent Educ,2013,77(10):1300-1305.
[8]李娅琳,唐晓丹,范红,等.PBL结合CBL教学法在消化科见习中的运用[J].重庆医学,2014(24):3259-3260.
[9]张扬,严亚波,赵雄,等.PBL结合CBL教学模式在骨科临床见习教学中的应用[J].西北医学教育,2014,22(4):821-824.
[10]张天华,迟德财.CBL和PBL双轨式教学在血管外科轮转住院医师培养中的应用[J].中国高等医学教育,2014(12):105-106.
[2]王悦华,郑亚民,江华,等.基于临床决策思维模式的PBL与CBL相结合的教学课程设计[J].中华医学教育探索杂志,2017,16(7):702-705.
[3]宫晨,庄亮,邱红,等.PBL和CBL相结合在临床肿瘤学教学中的应用[J].中华医学教育探索杂志,2015,14(11):1168-1172.
[4]李秀季,苏志燕,张国娟,等.CBL教学法在肾脏病临床见习中的应用[J].中国病案,2015(10):76-78.
[5]朱平,谢莉,杨林.等.CBL教学模式在肾病内科临床带教中的尝试[J].中国高等教育学,2014(8):98-99.
[6]Sánchez-González P,Oropesa I,García-Novoa J,et al.AMELIE:Authoring Multimedia-Enhanced Learning Interactive Environment for medical contents[J].Stud Health Technol Inform.2013,190(190):68-70.
[7]Nadershahi NA,Bender DJ,Beck L,et al.An overview of case-based and problem-based learning methodologies for dental education[J].J Dent Educ,2013,77(10):1300-1305.
[8]李娅琳,唐晓丹,范红,等.PBL结合CBL教学法在消化科见习中的运用[J].重庆医学,2014(24):3259-3260.
[9]张扬,严亚波,赵雄,等.PBL结合CBL教学模式在骨科临床见习教学中的应用[J].西北医学教育,2014,22(4):821-824.
[10]张天华,迟德财.CBL和PBL双轨式教学在血管外科轮转住院医师培养中的应用[J].中国高等医学教育,2014(12):105-106.