案例教学在职业卫生学教学中的应用效果评价

Application and evaluation of case-based learning in occupational health teaching

目的 探讨案例教学在七年制临床医学专业职业卫生学教学中的应用，并对之进行效果评价。方法 选择本校2010级临床医学专业七年制学生为教学对象，并将之分为案例教学组（55人）和传统教学组（56人）；分别实施案例教学（理论课采用“故事化案例”教学、实验课采用“现患案例”教学）和传统教学（理论课采用传统讲授形式、实验课主要为观看教学录像片）。分别以t检验祀Y2检验对两组学生的课后考评成绩和问卷调查结果进行分析比较。结果 案例教学组学生的课后考评总分[（11．84±2．86）VS．（9．80±3．39），t=-3．419]、基本认知能力分[（4．80±1．08）vs（4．05±1．43），f=-3．097]、分析解决能力分[（7．04±2．21）VS（5．75±2．59），t=-2．813）]44高于传统教学组（P〈0．05）。问卷调查显示，案例教学组学生对所用教学方法在提高分析问题能力（x^2=4．757）、增进学习兴趣（x^2=4．371）、促进知识融会贯通（x^2=4．276）等方面持肯定态度的人数和比例高于传统教学组（P〈0．05）。结论 案例教学可通过激发学生的学习能动性，提高其创造性运用知识、分析和解决实际问题的能力，从而提升课程成绩。

Objective To observe and evaluate the application of case-based learning in occu- pational health teaching of clinical medicine students. Methods Seven-year undergraduates majored in clinical medicine were selected as study subjects, divided into two groups, and received case-based learning（55 persons, story case for theory course, field case for experiment course）and traditional teaching（56 persons, theoretical instruction for theory course, instructional video for experiment course）, respectively. T test and x^2z test were used to analyze and compare students＇ after-school evaluation results and the questionnaire survey results of both groups respectively. Results The total score of the after-school evaluation[（11.84 ± 2.86） vs. （9.80 ± 3.39）, t=-3.419], basic cognitive ability score[（4.80 ± 1.08） vs. （4.05 ±1.43）, t=-3.097] and analyzing ability score[（7.04±2.21） vs. （5.75±2.59）, t=-2.813] of students in the case-based learning group were significantly higher than those of the students in the traditional teaching group （P〈O.05 ）. Questionnaire survey showed that the number and proportion of case teaching group of students held a positive attitude towards the teaching methods used in improving students＇ ability to analyze problems（X^2=4.757）, increasing study interest （X^2=4.371）, promoting knowledge mastery（x^2=4.276） is higher than traditional teaching group（P〈 0.05）. Conclusion Case-based learning can inspire students＇ learning initiative, improve their cre- ative ability to use knowledge, analyze and solve practical problems, so as to promote the course scores.