CBL教学法在传染病学见习课的应用及调查
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摘要
目的探讨CBL教学法在传染病学见习教学中的实际应用问卷调查。方法来自两所高校(西安交通大学医学部及西安医学院)2014级五年制临床医学专业共272名医学生,传染病见习课采用CBL教学模式。针对CBL的授课评价,通过学生问卷调查的途径实施。调查问卷涉及教学内容、方式评价,学生学习方面等主观及客观题,来评估CBL在传染病学见习教学实施中的具体情况及问题等。结果共264名医学生完成本次问卷调查。从总体调查分析来看,87.5%的医学生表示非常有兴趣参加CBL课程。认为CBL教学法有助于理论知识的掌握及与临床实际联系的医学生达90.2%。此外,医学生认为CBL教学法有助于提高包括学习能力(78.8%)、团队沟通协调能力(89.8%)、临床思维(88.6%)与临床决策能力(72.7%)等综合能力。对于CBL教学法的学生满意度达91.3%。结论通过此项调查表明,传染病学见习教学中,应用CBL教学法有助于激发医学生学习兴趣,建立科学临床思维构架,提高临床实践技能。
Objective To analyze the effect of CBL(case-based learning teaching method in noviciate teaching of education lemology. Methods A total of 272 medical students from two universities(Xi'an Jiao Tong University Medical Department and Xi'an Medical College) were enrolled in the five-year clinical medicine specialty of 2014. The CBL teaching mode was adopted in the probation course of infectious diseases.According to the teaching evaluation of CBL, it is carried out through the way of student questionnaire survey. Questionnaire involves subjective and objective questions such as teaching content, method evaluation and students' learning to evaluate the specific situation and problems of CBL in the implementation of probation teaching of infectious diseases.Results A total of 264 medical students completed the questionnaire.According to the overall survey, 87.5% of the medical students expressed great interest in participating in CBL courses. It was believed that the CBL teaching method is helpful to the mastery of theoretical knowledge and the connection with clinical practice in 90.2% of the medical students.In addition, medical students believe that CBL teaching method can help improve comprehensive abilities including learning ability(78.8%), team communication and coordination ability(89.8%), clinical thinking(88.6%)and clinical decision-making ability(72.7%). The students' satisfaction with CBL teaching method reached 91.3%. Conclusion This questionnaire investigation shows that CBL can help stimulate medical students' interest in learning, establish a scientific clinical thinking framework, and improve clinical practice skills.
Objective To analyze the effect of CBL(case-based learning teaching method in noviciate teaching of education lemology. Methods A total of 272 medical students from two universities(Xi'an Jiao Tong University Medical Department and Xi'an Medical College) were enrolled in the five-year clinical medicine specialty of 2014. The CBL teaching mode was adopted in the probation course of infectious diseases.According to the teaching evaluation of CBL, it is carried out through the way of student questionnaire survey. Questionnaire involves subjective and objective questions such as teaching content, method evaluation and students' learning to evaluate the specific situation and problems of CBL in the implementation of probation teaching of infectious diseases.Results A total of 264 medical students completed the questionnaire.According to the overall survey, 87.5% of the medical students expressed great interest in participating in CBL courses. It was believed that the CBL teaching method is helpful to the mastery of theoretical knowledge and the connection with clinical practice in 90.2% of the medical students.In addition, medical students believe that CBL teaching method can help improve comprehensive abilities including learning ability(78.8%), team communication and coordination ability(89.8%), clinical thinking(88.6%)and clinical decision-making ability(72.7%). The students' satisfaction with CBL teaching method reached 91.3%. Conclusion This questionnaire investigation shows that CBL can help stimulate medical students' interest in learning, establish a scientific clinical thinking framework, and improve clinical practice skills.
引文
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[5]蔡国青,邹伟,张晓红,等.CBL结合CP教学法在妇产科临床见习中的应用效果[J].中国当代医药,2017,24(3):152-154.
[6]林楠,侯阿娜,孙梅,等.CBL联合PBL教学法在留学生儿科实践教学中的应用[J].医学教育研究与实践,2017,25(2):278-281.
[7]王玮,余奇志,李海潮.以案例为基础学习教学方法在八年制临床医学专业学生见习教学中的应用[J].中华医学教育杂志,2017,37(3):394-398.
[8]解立怡,曹罡,赵耀.PBL联合CBL教学模式在住院医师规范化培训中的应用[J].中国病案,2015,16(10):74-76.
[9]多模式教学在全英文授课留学生临床实习阶段的探索[J].医学教育研究与实践,2017,25(4):614-617.
[10]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.
[11]达静静,皮明婧,杨霞,等.不同教学模式在临床诊断见习教学中的应用评价[J].中国现代医学杂志,2016,26(17):130-133.
[12]田春艳,浦健.CBL(Case-Based Learning)教学方法在医学临床教学中的应用体会[J].齐齐哈尔医学院学报,2016,37(27):3454-3456.
[2]Ali M,Han SC,Bilal HSM,et al.iCBLS:An interactive casebased learning system for medical education[J].Int J Med Inform,2018,109(1):55-69.
[3]金国玺,高涌,毕娅欣,等.内科学教学中CBL和PBL教学法的联合运用[J].中华全科医学,2016,14(4):672-675.
[4]王丽华.CBL教学法在普外科实习带教中的效果[J].中国高等医学教育,2016(7):115-116.
[5]蔡国青,邹伟,张晓红,等.CBL结合CP教学法在妇产科临床见习中的应用效果[J].中国当代医药,2017,24(3):152-154.
[6]林楠,侯阿娜,孙梅,等.CBL联合PBL教学法在留学生儿科实践教学中的应用[J].医学教育研究与实践,2017,25(2):278-281.
[7]王玮,余奇志,李海潮.以案例为基础学习教学方法在八年制临床医学专业学生见习教学中的应用[J].中华医学教育杂志,2017,37(3):394-398.
[8]解立怡,曹罡,赵耀.PBL联合CBL教学模式在住院医师规范化培训中的应用[J].中国病案,2015,16(10):74-76.
[9]多模式教学在全英文授课留学生临床实习阶段的探索[J].医学教育研究与实践,2017,25(4):614-617.
[10]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.
[11]达静静,皮明婧,杨霞,等.不同教学模式在临床诊断见习教学中的应用评价[J].中国现代医学杂志,2016,26(17):130-133.
[12]田春艳,浦健.CBL(Case-Based Learning)教学方法在医学临床教学中的应用体会[J].齐齐哈尔医学院学报,2016,37(27):3454-3456.