CBL联合PBL教学法在内分泌学临床教学中的应用初探
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摘要
目的探讨CBL联合PBL教学法在内分泌学临床教学中的应用效果。方法研究对象搜集自本校2017级内分泌学科的在校学生160名,根据所使用的教学模式将其分为A组和B组,各80名学生。A组学生应用CBL教学法联合PBL教学进行教学,B组学生则在传统教学模式下施教。结果 A组学生的理论知识成绩和临床实践操作成绩,均显著高于B组学生,统计学分析结果表明P值均<0.05。A组学生的自主学习积极性,显著高于B组学生,统计学分析结果表明P值均<0.05。结论 CBL联合PBL教学法在内分泌学临床教学中的应用,能够显著提高学生的自主学习能力,从而促使其理论成绩和临床实践能力均得到显著提升。
Objective To explore the effect of CBL combined with PBL teaching method in the clinical teaching of Endocrinology. Methods: A total of 160 school students in Endocrinology Department of our school were collected from 2017 subjects. According to the teaching mode they used,they were divided into A group and B group, 80 students each. Group A students apply the teaching method of CBL combined with PBL teaching,and the students in group B teach in the traditional teaching mode. Results: The results of theoretical knowledge and clinical practice in A group were significantly higher than those in group B. The results of statistical analysis showed that the value of P was<0.05. The initiative of the students in group A was significantly higher than that of the B group. The results of statistical analysis showed that the values of P were all<0.05. Conclusion: The application of CBL combined with PBL teaching method in endocrinology clinical teaching can significantly improve students' autonomous learning ability, thus promoting their theoretical and clinical practice ability.
Objective To explore the effect of CBL combined with PBL teaching method in the clinical teaching of Endocrinology. Methods: A total of 160 school students in Endocrinology Department of our school were collected from 2017 subjects. According to the teaching mode they used,they were divided into A group and B group, 80 students each. Group A students apply the teaching method of CBL combined with PBL teaching,and the students in group B teach in the traditional teaching mode. Results: The results of theoretical knowledge and clinical practice in A group were significantly higher than those in group B. The results of statistical analysis showed that the value of P was<0.05. The initiative of the students in group A was significantly higher than that of the B group. The results of statistical analysis showed that the values of P were all<0.05. Conclusion: The application of CBL combined with PBL teaching method in endocrinology clinical teaching can significantly improve students' autonomous learning ability, thus promoting their theoretical and clinical practice ability.
引文
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[11]吴银侠,袁小燕,李彦树,等.ECS教学结合CBL、PBL教学模式在临床技能强化训练中的应用探索[J].重庆医学,2016,45(10):1425-1427.
[12]王平,孙北望,李锟,等.PBL结合询证医学模式在普通外科临床教学中的应用[J].现代生物医学进展,2017,17(5):954-957.
[2]马丽萍,徐晓璐,朱嘉琦,等.循证医学的发展对医学生培养模式的影响[J].西北医学教育,2013,21(1):38-40.
[3]王玮,苏路路,张小东.PBL联合EBL教学法在泌尿外科临床教学中的应用[J].中国病案,2015,16(4):80-82.
[4]Kok R,Hoving JL,Smits PB,et al.A clinically integrated post-graduate training programme in evidence-based medicine versus'no intervention'for improving disability evaluations:A cluster randomised clinical trial[J].PLoS One,2013,8(3):e57256.
[5]赵东,王旭红,张宁.典型病例结合以问题为中心教学法在内分泌临床教学中的应用.医学教育管理,2015,1(3):234-237.
[6]司芹芹,牛晓红,任淑琴,等.PBL联合CBL教学在内分泌临床见习教学中的应用价值分析.国际医药卫生导报,2015,21(5):599-601.
[7]任翊.临床教学中用“基于问题的学习方法”培养学生的自学能力[J].临床和实验医学杂志,2015,4(1):52-53.
[8]童秋玲,王汉旻,邵蓓,等.“双中心”教学模式在神经病学见习带教中的应用研究[J].中华全科医学,2014,12(2):293-294.
[9]秦海宏,葛伟,孙雪洁.PBL教学法在实验教学中对学生批判性思维能力的培养[J].实验技术与管理,2013,30(6):131-123.
[10]韩庆奇,张宝,刘文宝.案例教学法在医学教育应用中的基本模式及特征[J].西北医学教育,2013,21(2):247-248.
[11]吴银侠,袁小燕,李彦树,等.ECS教学结合CBL、PBL教学模式在临床技能强化训练中的应用探索[J].重庆医学,2016,45(10):1425-1427.
[12]王平,孙北望,李锟,等.PBL结合询证医学模式在普通外科临床教学中的应用[J].现代生物医学进展,2017,17(5):954-957.