CBL结合循证医学教学模式在血液科临床带教中的应用
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摘要
目的探讨血液科临床带教中案例为中心的学习(case-based learning,CBL)结合循证医学教学法的应用效果。方法选取2016年1月—2018年1月在我院血液科进行轮转住院医师70人作为研究对象,将研究对象分为传统带教组和CBL教学组,比较两组住院医师的出科考试包括理论知识、临床思维的考核成绩及教学满意度评价。结果 CBL教学组在出科考试理论成绩高于传统带教组[(90.5±2.58)分vs.(89.6±1.46)分],差异具有统计学意义(P=0.008); CBL教学组在提高学习兴趣、有利于基础知识巩固及利用循证医学指导临床等教学满意度方面优于传统带教组,差异均具有统计学意义(<0.05)。结论 CBL结合循证医学的教学模式有助于提高血液科临床带教的教学质量。
Objective To explore the application effect of CBL teaching method combined with Evidenced Based Medicine in the clinical teaching of hematology. Methods 70 rotating residents from January 2016 to January2018 were selected as the study subjects. The study subjects were divided into traditional teaching group and CBL teaching group. The outpatient examinations of the two groups including theoretical knowledge, clinical thinking and teaching satisfaction were compared. Results The theoretical scores of the CBL teaching group were higher than those of the traditional teaching group [(90.5±2.58) points vs.(89.6±1.46) points], and the difference was statistically significant(P=0.008). The CBL teaching group is superior to the traditional teaching group in improving learning interest,consolidating basic knowledge and using evidence-based medicine to guide clinical teaching satisfaction, and the difference was statistically significant(P<0.05). Conclusion CBL combined with evidence-based medicine teaching model is helpful to improve the quality of clinical teaching in hematology department.
Objective To explore the application effect of CBL teaching method combined with Evidenced Based Medicine in the clinical teaching of hematology. Methods 70 rotating residents from January 2016 to January2018 were selected as the study subjects. The study subjects were divided into traditional teaching group and CBL teaching group. The outpatient examinations of the two groups including theoretical knowledge, clinical thinking and teaching satisfaction were compared. Results The theoretical scores of the CBL teaching group were higher than those of the traditional teaching group [(90.5±2.58) points vs.(89.6±1.46) points], and the difference was statistically significant(P=0.008). The CBL teaching group is superior to the traditional teaching group in improving learning interest,consolidating basic knowledge and using evidence-based medicine to guide clinical teaching satisfaction, and the difference was statistically significant(P<0.05). Conclusion CBL combined with evidence-based medicine teaching model is helpful to improve the quality of clinical teaching in hematology department.
引文
[1]罗秋育,林揆斌.循证医学模式在肿瘤内科临床实践教育中的应用[J].继续医学教育,2016,30(3):19-20.
[2]李红梅,米娜瓦尔·胡加艾合买提,秦洁,等.循证医学培训模式在全科医师规范化培训中的应用评价[J].中华医学科研管理杂志,2015,28(6):475-477.
[3]杨萍,田磊,董菲,等.结合微信平台的CBL教学法在血液科临床带教的应用[J].中国高等医学教育,2018(3):95-96.
[4]贾新颜,杨文忠,罗茜,等.CBL整合系统在血液科住院医师规范化培训中的应用探索[J].中国高等医学教育,2015(12):82-83.
[5]陈苗,刘超,李航,等.医学生血液内科临床带教的反馈分析[J].中华医学教育杂志,2016,36(6):891-894.
[6]李忠心,李艳春.PBL教学法结合循证医学在肾内科教学查房中的应用[J].中国病案,2016,17(11):66-68.
[7]王喆,游弋,潘凤,等.PBL结合循证医学教学在肿瘤科住院医师规范化培训中的实践[J].中华医学教育探索杂志,2017,16(4):396-398.
[8]毛淑丹,杨文奇,金洁萍.循证医学与PBL相结合教学模式在血液科实习中的应用[J].吉林省教育学院学报,2015,31(7):90-92.
[9]李天骜,高书杰,穆晶晶,等.PBL教学模式在循证医学教学中的实践与应用[J].国际眼科杂志,2014,14(10):1852-1856.
[10]丁亚琴,俞瑞群,钟萍,等.CBL教学法在内科临床实习中的应用体会[J].医学信息,2015,28(49):8-9.
[11]拜争刚,范源,金亮,等.CBL教学模式与传统教学模式循证医学教学中的比较研究[J].中国高等医学教育,2016(4):69-70.
[12]刘敬,布娟.传统教学结合循证医学教学方法在小儿眼科学临床教学中的应用研究[J].中华医学教育杂志,2019,39(3):166-169.
[2]李红梅,米娜瓦尔·胡加艾合买提,秦洁,等.循证医学培训模式在全科医师规范化培训中的应用评价[J].中华医学科研管理杂志,2015,28(6):475-477.
[3]杨萍,田磊,董菲,等.结合微信平台的CBL教学法在血液科临床带教的应用[J].中国高等医学教育,2018(3):95-96.
[4]贾新颜,杨文忠,罗茜,等.CBL整合系统在血液科住院医师规范化培训中的应用探索[J].中国高等医学教育,2015(12):82-83.
[5]陈苗,刘超,李航,等.医学生血液内科临床带教的反馈分析[J].中华医学教育杂志,2016,36(6):891-894.
[6]李忠心,李艳春.PBL教学法结合循证医学在肾内科教学查房中的应用[J].中国病案,2016,17(11):66-68.
[7]王喆,游弋,潘凤,等.PBL结合循证医学教学在肿瘤科住院医师规范化培训中的实践[J].中华医学教育探索杂志,2017,16(4):396-398.
[8]毛淑丹,杨文奇,金洁萍.循证医学与PBL相结合教学模式在血液科实习中的应用[J].吉林省教育学院学报,2015,31(7):90-92.
[9]李天骜,高书杰,穆晶晶,等.PBL教学模式在循证医学教学中的实践与应用[J].国际眼科杂志,2014,14(10):1852-1856.
[10]丁亚琴,俞瑞群,钟萍,等.CBL教学法在内科临床实习中的应用体会[J].医学信息,2015,28(49):8-9.
[11]拜争刚,范源,金亮,等.CBL教学模式与传统教学模式循证医学教学中的比较研究[J].中国高等医学教育,2016(4):69-70.
[12]刘敬,布娟.传统教学结合循证医学教学方法在小儿眼科学临床教学中的应用研究[J].中华医学教育杂志,2019,39(3):166-169.