摘要
目的探讨案例教学法(case-based learning,CBL)在胸外科疾病教学中的心得体会。方法2020年1月—2021年12月,西安交通大学医学院共有60名医学生参与胸外科疾病教学,经医学生同意后实施抽签法分组,每组有30名医学生。对照组采用常规教学法,观察组采用CBL教学法。汇总两组医学生的3项教学成绩得分、7项教学评价评分、教学满意度,并实施比较。结果观察组医学生的理论知识得分(89.43±5.46)分、病例分析得分(93.24±4.78)分、诊断治疗得分(91.69±4.65)分均高于对照组(80.05±5.21)分、(82.15±4.52)分、(81.84±4.31)分,差异有统计学意义(P<0.001)。观察组医学生的兴趣提升评分(5.17±0.63)分、理解增强评分(5.28±0.61)分、知识巩固评分(5.23±0.63)分、主动学习评分(5.30±0.61)分、探究分析评分(5.13±0.60)分、信息收集评分(5.31±0.64)分、问题解决评分(5.18±0.62)分高于对照组(4.26±0.51)分、(4.22±0.53)分、(4.27±0.52)分、(4.41±0.54)分、(4.29±0.53)分、(4.30±0.51)分、(4.25±0.53)分,差异有统计学意义(P<0.001)。观察组医学生的教学满意度96.67%大于对照组76.67%,差异有统计学意义(P<0.05)。结论在胸外科疾病教学中实施CBL教学法,可提高教学成绩,改善教学评价,增加医学生教学满意度。
Objective To discuss the experience of case based learning(CBL)in thoracic surgery.Methods From January 2020 to December 2021,a total of 60 medical students from the Xi'an Jiaotong University School of Medicine participated in the teaching of thoracic surgery diseases.After the consent of medical students,the lottery method was implemented,with 30 medical students in each group.The conventional teaching method was used in the control group,and the case teaching method was used in the observation group.Three teaching achievement scores,seven teaching evaluation scores and teaching satisfaction of the two groups of medical students were summarized,and were compared.Results The scores of theoretical knowledge(89.43±5.46)points,case analysis(93.24±4.78)points and diagnosis and treatment(91.69±4.65)points of the medical students in the observation group were higher than those in the control group(80.05±5.21)points,(82.15±4.52)points,(81.84±4.31)points,and the differences were statistically significant(P<0.001).In the observation group,the medical students'interest improvement score(5.17±0.63)points,understanding enhancement score(5.28±0.61)points,knowledge consolidation score(5.23±0.63)points,active learning score(5.30±0.61)points,inquiry analysis score(5.13±0.60)points,information collection score(5.31±0.64)points,score of problem solving(5.18±0.62)points was higher than that of the control group(4.26±0.51)points,(4.22±0.53)points,(4.27±0.52)points,(4.41±0.54)points,(4.29±0.53)points,(4.30±0.51)points and(4.25±0.53)points,and the differences were statistically significant(P<0.001).The teaching satisfaction of medical students in the observation group was 96.67%higher than that in the control group(76.67%),and the difference was statistically significant(P<0.05).Conclusion The implementation of CBL teaching method in the teaching of thoracic surgery diseases can improve the teaching performance,improve the teaching evaluation,and increase the teaching satisfaction of medical students.
作者
孔冉冉
程传涛
马跃峰
冯婕
邢鑫
孙良璋
KONG Ranran;CHENG Chuantao;MA Yuefeng;FENG Jie;XING Xin;SUN Liangzhang(Department of Thoracic Surgery,the Second Affiliated Hospital of Xi'an Jiaotong University,Xi'an Shaanxi 710004,China)
出处
《中国继续医学教育》
2023年第12期74-78,共5页
China Continuing Medical Education
基金
陕西省自然科学基础研究计划项目(2017JM8046)。
关键词
胸外科
常规教学法
CBL教学法
教学评价评分
教学成绩得分
教学满意度
thoracic surgery
conventional teaching method
CBL teaching method
teaching evaluation score
teaching achievement score
teaching satisfaction
