微信联合案例教学法在胃肠外科临床见习教学中的应用研究
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摘要
目的探讨微信联合CBL教学法在胃肠外科临床见习教学中的效果。方法将2018年3月至5月于西南医科大学附属医院胃肠外科临床见习的医学生63名采用抽签法随机分成A、B两组,A组32名采用微信联合案例教学法(case based learning,CBL)进行教学,B组31名采用传统的教学法(lecture based learning,LBL)进行教学。通过出科考试成绩和对教学满意度问卷调查两种方式评价两组学生的临床见习教学效果。结果 A组学生出科考试得分为(83. 13±8. 59)分,B组学生出科考试得分为(77. 52±9. 92)分,差异有统计学意义(P<0. 05);教学满意度问卷调查结果显示,学生对微信联合CBL教学法的满意度较高(P<0. 05)。结论微信联合CBL教学法优于传统的LBL教学法,有助于医学生临床思维和实践能力的培养。
Objective To explore the effect of Wechat combined with case based learning( CBL)teaching method on clinical practice of gastrointestinal surgery. Methods From March to May 2018,62 medical students who practiced in the Department of Gastrointestinal Surgery of the Affiliated Hospital of Southwest Medical University were divided into group A and group B randomly,with 32 students in each group. The students in group A were taught by Wechat combined with CBL teaching method. While 32 students in group B were taught by themethod of lecture based learning( LBL). The effect of clinical practice teaching were evaluated through taking of examinations and questionnaires. Results The difference of test scores between group A and group B was significant( 83. 13±8. 59 vs 77. 52±9. 92,P<0. 05). According to the result of survey,the satisfaction rate of students in group A who taught with We Chat combined with CBL method was higher than that of group B where LBL teaching method was applied solely( P < 0. 05). Conclusions The teaching method of We Chat combined with CBL is much more better than LBL teaching method,which fosters the abilities of clinical thinking and practice for medical students.
Objective To explore the effect of Wechat combined with case based learning( CBL)teaching method on clinical practice of gastrointestinal surgery. Methods From March to May 2018,62 medical students who practiced in the Department of Gastrointestinal Surgery of the Affiliated Hospital of Southwest Medical University were divided into group A and group B randomly,with 32 students in each group. The students in group A were taught by Wechat combined with CBL teaching method. While 32 students in group B were taught by themethod of lecture based learning( LBL). The effect of clinical practice teaching were evaluated through taking of examinations and questionnaires. Results The difference of test scores between group A and group B was significant( 83. 13±8. 59 vs 77. 52±9. 92,P<0. 05). According to the result of survey,the satisfaction rate of students in group A who taught with We Chat combined with CBL method was higher than that of group B where LBL teaching method was applied solely( P < 0. 05). Conclusions The teaching method of We Chat combined with CBL is much more better than LBL teaching method,which fosters the abilities of clinical thinking and practice for medical students.
引文
[1]王永勇,陈铭伍.微信平台联合PBL及CBL在心胸外科临床见习中的应用[J].微创医学,2016,3(2):236-237,239.
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[5]李鹏超,黄华兴,秦超,等.基于微信视角的临床PBL教学改革研究——以泌尿外科为例[J].南京医科大学学报:社会科学版,2016,16(1):79-81.
[6]李嘉,曹锋,李非.PBL联合CBL在普通外科临床见习中的应用[J].现代生物医学进展,2015,15(9):1740-1743.
[7] Chang BJ.Problem-based learning in medical school:A student's perspective[J]. Ann Med Surg(Lond),2016,(12):88-89.
[2]陈侃侃,施惠芳,周佳.循证护理结合案例教学法在康复临床护理带教中的效果分析[J].医药高职教育与现代护理,2018,1(5):258-260.
[3] Raiman L,Antbring R,Mahmood A. WhatsApp messenger as a tool to supplement medical education for medical students on clinical attachment[J].BMC Med Educ,2017,17(1):7.
[4]李柳炳,朱俊佳,沈光思,等.以微信为平台的PBL教学模式在骨外科实习带教中的应用[J].中国高等医学教育,2015,(6):77-78.
[5]李鹏超,黄华兴,秦超,等.基于微信视角的临床PBL教学改革研究——以泌尿外科为例[J].南京医科大学学报:社会科学版,2016,16(1):79-81.
[6]李嘉,曹锋,李非.PBL联合CBL在普通外科临床见习中的应用[J].现代生物医学进展,2015,15(9):1740-1743.
[7] Chang BJ.Problem-based learning in medical school:A student's perspective[J]. Ann Med Surg(Lond),2016,(12):88-89.