PBL和CBL教学法联合眼震电图分析在周围性眩晕疾病教学中的效果研究

Study on the Effect of PBL and CBL Teaching Methods Combined With Electronystagmography Analysis in the Teaching of Peripheral Vertigo Disease

目的研究以问题为基础的学习(problem-based learning,PBL)、案例教学法(case-based learning,CBL)联合视频眼震电图分析在周围性眩晕疾病本科生教学中的应用,为周围性眩晕相关疾病的临床教学提供高效、易于接受的教学方法。方法选取2022年9月—2023年3月在上海长征医院神经内科轮转的40名临床本科实习生进行周围性眩晕课程教学,将学员分为对照组(20名)和试验组(20名):对照组采用传统LBL教学法,试验组采用PBL和CBL教学法联合视频眼震电图分析的教学模式。教学完成后,2组学员同期进行教学反馈评价及教学效果评价考核,包括基础知识、病例分析、体格检查。结果教学反馈评价方面,试验组对提高临床技能、掌握该种疾病的临床诊断思维、拥有解决实际临床问题的能力、建立疾病系统的认知及教学模式的满意程度方面的评分分别为(7.75±1.37)分,(7.80±1.36)分,(7.60±1.23)分,(8.45±1.05)分,(8.40±1.10)分,均高于对照组,差异有统计学意义(P<0.05),而对于有利于掌握相关基础知识方面的满意度,2组差异无统计学意义(P>0.05);在病例分析、体格检查考核及总成绩中,试验组成绩分别为(23.90±2.47)分,(25.30±2.13)分,(85.80±2.93)分,均优于对照组,差异有统计学意义(P<0.05),而在基础知识考核中,2组差异无统计学意义(P>0.05)。结论将PBL和CBL教学法联合视频眼震电图分析应用于周围性眩晕疾病本科生教学中,对临床诊治思维建立及教学效果的提高有积极意义。

Objective To provide an efficient and acceptable teaching method for the clinical teaching of peripheral vertigo related diseases by studying the application of PBL and CBL combined with the video electronystagmography analysis in the teaching of undergraduate students with peripheral vertigo diseases.Methods A total of 40 clinical undergraduate interns rotating in the department of neurology of Shanghai Changzheng Hospital from September 2022 to March 2023 were selected for peripheral vertigo course teaching.The students were divided into a control group(n=20)and an experimental group(n=20):the control group used traditional LBL teaching method,while the experimental group used PBL+CBL teaching method combined with video nystagmography teaching mode.After the teaching was completed,both groups of students undergo teaching feedback evaluation and teaching effectiveness evaluation assessment(including basic knowledge,case analysis,and physical examination)at the same time.Results In terms of teaching feedback evaluation,the experimental group scored(7.75±1.37)points,(7.80±1.36)points,(7.60±1.23)points,(8.45±1.05)points,and(8.40±1.10)points respectively in terms of improving clinical skills,mastering clinical diagnostic thinking for the disease,possessing the ability to solve practical clinical problems,establishing disease system cognition,and satisfaction with teaching models.All scores were higher than those of the control group,and the difference was statistically significant(P<0.05).However,there was no statistically significant difference between the two groups in terms of satisfaction with mastering relevant basic knowledge(P>0.05).In the case analysis,physical examination assessment,and overall score,the experimental group scored(23.90±2.47)points,(25.30±2.13)points,and(85.80±2.93)points,respectively,which were better than the control group and had statistically significant differences(P<0.05).However,in the basic knowledge assessment,there was no statistically significant difference between the two groups(P>0.05).Conclusion The application of PBL+CBL combined with the video electronystagmography analysis in the teaching of peripheral vertigo disease for undergraduates has positive significance for the establishment of clinical diagnosis and treatment thinking and the improvement of teaching effect.