摘要
目的研究以案例为基础的教学(CBL)、以授课为基础的教学(LBL)顺序改变,对中医内科实践教学效果的影响。方法选取上海中医药大学附属上海市中西医结合临床医学院中医内科实践学习本科生50名,随机分为观察组和对照组,各25名。对照组运用传统的LBL临床教学方法;观察组运用CBL、LBL教学顺序改变的方法,比较2组教学效果。结果观察组的理论考试、临床技能操作成绩均高于对照组(P<0.05)。学生教学方法满意度方面,是否增强学习兴趣、是否培养科学的推理能力、是否加强分析解决问题的能力、是否增强对知识的理解与掌握、是否有助于基础联系临床和是否引导发散思维6点比较,观察组明显高于对照组(P<0.01)。教师的反馈方面,对于学习的兴趣、是否具有科学的推理能力、能否加强分析解决问题的能力、是否增强对知识的理解与掌握、是否有助于基础联系临床、是否引导发散思维6点比较,观察组明显高于对照组(P<0.01)。结论中医内科实践教学中,应用CBL、LBL教学顺序改变的方法,能增强学生的学习主动性,提高教学成绩,更有助于培养其临床思维,提高学生教学满意度及教师教学质量。
Objective To study the influence of teaching order change of LBL and CBL on the practical teaching effect of internal medicine of traditional Chinese medicine.Methods A total of 50 undergraduate students from Clinical College of Integrated Tradi⁃tional Chinese and Western Medicine of Shanghai University of Traditional Chinese Medicine were selected and randomly divided into observation class and control class,with 25 students in each class.The control class used the traditional LBL clinical teaching method.The observation group applied teaching order change(LBL,CBL)method of teaching.The teaching effect of the two groups was com⁃pared.Results The theoretical scores and practical skills of the observation class were higher than those of the control class(P<0.05).The observation class was significantly higher than the control class(P<0.01)in terms of learning interest,cultivating scientific reason⁃ing ability,strengthening the ability to analyze and solve problems,enhancing the understanding and mastery of knowledge,connect⁃ing basic to clinical practice,and guiding divergent thinking.According to the teacher’s feedback,students’interest in learning,abil⁃ity of scientific reasoning,ability of analyzing and solving problems,understanding and mastering of knowledge,basic clinical connec⁃tion and divergent thinking were significantly higher in the observation class than in the control class(P<0.01).Conclusion In the practice teaching of internal medicine of traditional Chinese medicine,the application of teaching order change of LBL and CBL teaching method can enhance students’learning initiative,improve teaching performance,help to cultivate their clinical thinking,and im⁃prove students’teaching satisfaction and teachers’teaching quality.
作者
陈建
曾莉
应汝炯
郝立爽
李静
盛昭园
CHEN Jian;ZENG Li;YING Rujiong;HAO Lishuang;LI Jing;SHENG Zhaoyuan(Department of Traditional Chinese Medicine,Affiliated Hospital of Integrated Traditional Chinese and Western Medicine of Shanghai University of Traditional Chinese Medicine,Shanghai 200082,China;Department of Cardiovascular Medicine,The Seventh People’s Hospital Affiliated to Shanghai University of Traditional Chinese Medicine,Shanghai 200137,China)
出处
《中国中医药现代远程教育》
2024年第6期1-3,共3页
Chinese Medicine Modern Distance Education of China
基金
上海市卫生和计划生育委员会中医医疗机构综合治疗工作项目【No.ZY3-FWMS-2-1014】
上海市虹口区卫生健康委员会中医药科研课题【No.HKQ-ZYY-2020-35,HKQ-ZYY-2021-01】
上海中医药大学第二十期课程建设项目【No.SHUTCM2021KC180】
上海中医药大学应对奥密克戎感染新型冠状病毒肺炎应急攻关项目【No.2022YJ-44】。
关键词
教学方法
实践教学
中医内科
教学顺序改变
教学改革
teaching method
practical teaching
internal medicine of traditional Chinese medicine
teaching order change
teaching reform
