互动式案例教学在血液内科教学中的应用

Application of method of interactive case teaching in department of hematology

目的评价互动式案例教学（interactivecaseteaching，ICI、）在血液内科教学中的效果。方法在第三军医大学2009级临床医学专业本科生中随机挑选60名学生，分为实验组和对照组，各30人。实验组采用互动式案例教学，对照组采用传统教学方法。学期结束后对2组学生进行闭卷考试，题型包括概念题（名词解释、选择题、简答题）占70分，病例分析题占30分，共100分。数据以均数±标准差（面4-s）表示，采用SPSS20．0软件进行独立样本t检验分析。科室自制学生调查问卷，对学生的反馈意见进行统计分析。结果期末考试成绩分析：2组学生在概念题型方面，分数差异无统计学意义（P=0．580）；在病例分析题型方面，实验组显著高于对照组，差异有统计学意义（P=0．000）；实验组的总成绩也显著高于对照组，差异有统计学意义（P=0．016）。问卷调查结果表明，学生对互动式案例教学形式与效果普遍评价较高。结论在血液内科教学中采用互动式案例教学，利于调动学生的学习积极性，培养其独立思考及解决问题的能力，并能将理论教学和临床实践更好地结合，提高教学质量。

Objective To evaluate the effect of interactive case teaching （ICT） method in teaching hematology. Methods Sixty students were randomly selected from 2009 grade clinical medi- cine majors in the Third Military Medical University and were divided into experimental group and con- trol group, each group with 30 students. Students in experimental group used ICT; while those in con- trol group used traditional teaching method. Closed book exam was conducted for students in experi- mental group and control group at the end of the semester; question types of the exam included concept questions （nouns explain, chc^ice, short answer questions） for 70 points, cases analysis question for 30 points, a total of 100 points. Data were expressed as mean _＋ standard deviation （$ -＋ s） and analyzed with SPSS 20.0 independent sample t test. Questionnaire was designed and feedback from students was statistically analyzed. Results There was no statistical differences between experimental group and control group in concept questions （P = 0. 580）, however, in terms of cases analysis question, scores in experimental group were significantly higher than those in control group （ P = 0.000） ; total scores of experimental group were also significantly higher than those in control group （ P = 0. 016 ）. Feedback showed that the students highly valued the form and effect of ICT. Conclusions Using ICT in teaching hematology can arouse students＇ enthusiasm for study, cultivate their independent thinking and ability of problem-solving. Meanwhile, ICT can combined theoretical teaching with clinical practice well and improve the quality of teaching.