案例教学法应用于消化性疾病模块教学探讨

Investigation of the Application of Case-based Learning in Digestive Diseases Module Teaching

目的探讨案例教学法(CBL)应用于消化性疾病模块教学的效果及利弊。方法 2012年2月-6月整群抽取2009级口腔医学专业五年制2个班学生63人,随机分为试验组(n=31)和对照组(n=32),同等条件下对消化性疾病模块教学分别采用CBL和传统教学法,对两组学生的临床技能考核、病案分析及模块测验成绩进行比较,同时对试验组学生进行教学反馈问卷调查。结果两组的临床技能考核及模块行为观察考评成绩比较差异无统计学意义(P>0.05);在病案分析及模块笔试测验上,试验组成绩明显高于对照组(P<0.05);问卷调查显示试验组在"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项评分中有明显优势,学生对CBL普遍持满意评价。结论 CBL应用于消化性疾病模块教学中能够发挥其优势,有助于提高教学质量。

Objective To explore the teaching effects of case-based learning （CBL） as an educational strategy in digestive diseases module teaching. Methods Sixty-three oral and dental medical senior students were randomly divided into two groups during February to June 2012. Among them, 31 students were enrolled in the CBL group accepting CBL teaching method based on certain cases, while the other 32 students were designated into the control group receiving traditional teaching method. Their scores in practice skill examination, analytical ability of medical records, module test scores and behavior observation results were compared. Questionnaire survey was performed for students in the CBL group. Results There were no significant difference in scores of clinical practice skill examination and behavior observation results between the two groups （P 〉 0.05）. Students in the CBL group did significantly better in case analysis and module test scores （P 〈 0.05）. Questionnaire survey revealed that CBL method could significantly improve the learning interest, cultivate the ability to combine theory and practice, strengthen analytical skills and promote problem-solving abilities. The students were generally satisfied with the CBL teaching method. Conclusion CBL method has an obvious advantage in digestive diseases teaching.