基于自制动态心血管3D模型的CBL教学在心脏瓣膜病临床见习中的应用

Application of CBL teaching based on self-made dynamic cardiovascular three-dimensional model in clinical clerkship of valvular heart disease

目的探讨自制动态心血管3D模型辅助案例导向学习(case-based learning,CBL)教学法在心脏瓣膜病临床见习中的应用效果。方法选择南京医科大学2016级五年制临床医学专业2个班共60名见习学生作为研究对象,将其平均分为试验组和对照组。试验组接受自制动态心血管3D模型辅助的CBL教学,对照组接受传统教学模型辅助的CBL教学。学习结束后,通过对两组学生进行考核成绩比较和问卷调查评分比较,评价两种教学方法的教学效果。采用SPSS 19.0统计软件进行独立样本t检验和卡方检验。结果两种教学方法下,试验组学生的基础理论知识和临床思维考试成绩均高于对照组学生[(43.10±3.51)vs.(40.87±3.19),(42.20±3.15)vs.(40.20±3.81)],差异有统计学意义(P<0.05)。问卷调查结果显示,试验组学生在学习主动性和积极性、理论知识掌握度、临床思维能力、课堂学习兴趣、课堂活跃度及知识讲授清晰度方面的评分均高于对照组学生,差异均有统计学意义(P<0.05)。结论自制动态心血管3D模型辅助CBL教学法应用在心脏瓣膜病临床见习中,可以培养学生临床诊断思维能力,提高教学质量。

Objective To explore the effect of self-made dynamic cardiovascular three-dimensional model combined with CBL(case-based learning)teaching method in the clerkship of valvular heart disease for medical students.Methods Sixty five-year clinical medical undergraduates from Nanjing Medical University(Batch 2016)were randomly divided into experimental group and control group.The experimental group received dynamic cardiovascular 3D model combined with CBL teaching method,while the control group received traditional model combined with CBL teaching method.After the course,the teaching effect was evaluated by examination and questionnaire.SPSS 19.0 was used for independent sample t test and chi-square test.Results Compared with the control group,the students in experimental group had higher scores of basic theoretical knowledge[(43.10±3.51)vs.(40.87±3.19)]and clinical thinking ability[(42.20±3.15)vs.(40.20±3.81)],with significant differences(P<0.05).Furthermore,they showed higher evaluation and satisfaction to learning initiative and enthusiasm,mastery of theoretical knowledge,clinical thinking ability,classroom learning interest,classroom activity and clarity of knowledge teaching,with significant differences(P<0.05).Conclusion In the teaching of valvular heart disease clerkship,the application of self-made dynamic cardiovascular three-dimensional model combined with CBL teaching method,can cultivate students'clinical diagnostic thinking ability and improve teaching quality.