案例教学法应用于诊断学腹部查体教学初探

Preliminary Exploration on the Application of Case-Based Learning in Abdominal Physical Examination in Diagnostics

目的探讨将案例教学法(case-based learning,CBL)应用于诊断学查体教学的效果。方法将我校07级临床医学专业八年制学生83例随机分为CBL组(41例)和对照组(42例),在同等条件下对腹部查体教学分别采用CBL和传统教学法,而后对两组学生腹部查体SP考试、腹部异常体征考核、病案分析与书写,以及期末卷面考试中腹部检查试题正答分进行比较,同时对两组学生进行教学反馈问卷调查。结果两组学生的腹部查体SP考试、病案书写与分析成绩等比较差异无统计学意义;但在腹部异常体征考核、期末腹部检查试题正答分方面,CBL组明显高于对照组(P<0.05);问卷调查显示,在"提高学习兴趣及投入感"、"提高分析和解决问题能力",以及"理论联系实际能力"3项评分上,CBL组明显增高(P<0.05)。结论 CBL教学法应用于腹部查体诊断学教学中能够发挥其优势,有助于提高教学质量。

Objective To explore teaching effects of case-based learning （CBL） in abdominal physical examination in diagnostics. Methods Among 83 undergraduates in grade 2007 and in major of 8-year clinical medicine were randomly divided into two groups. Under the same conditions, 41 in the CBL group were taught with CBL method, while the other 42 in the control group were taught with traditional teaching method. Their scores in standard patient （SP） practice assessment of abdominal physical examination, examination of abnormal abdominal signs, ability to analyze and write medical records, and right answers to abdominal examination in final exam were compared. Meanwhile, questionnaire surveys were distributed to them after class. Results There was no significant difference between the two groups in the scores of SP practice assessment or medical record writing and analyzing, b.ut the CBL group was obviously superior to the control group in the tests of abnormal abdominal signs and the right answers to abdominal examination in final exam （P〈0.05）. The questionnaire surveys revealed that the CBL group obviously scored higher in the following 3 items： in- crease the learning interest and commitment, strengthen the ability to analyze and solve problems, and improve the ability to combine theory and practice （P〈0.05）. Conclusion CBL method has an obvious advantage to improve the teaching quality in abdominal physical examination in diagnostics.