CBL联合PBL教学方法在创伤外科学教学中的初步探究

The Application of CBL combined with PBL Teaching Method in the Preliminary Study of the Trauma Surgery Teaching

目的:研究以案例为中心教学法(CBL)联合以问题为中心教学法(PBL)的教学方法与传统的基于课堂的教学法(LBL)在临床医学五年制本科生创伤外科学教学中的应用效果。方法:随机选取我校临床医学五年制四年级的学员80人,随机分为CBL联合PBL教学组及LBL教学组各40人。在课程结束以后,采用记名试卷考核联合不记名问卷调查的方式,进行教学方法、教学模式、教学内容掌握程度评价。结果:实验组学员理论考核成绩优于对照组学员,有统计学差异。CBL联合PBL教学法支持率高于传统LBL教学法,并且在激发学员兴趣,提高学员学习兴趣,合作能力方面均优于对照组。结论:CBL联合PBL教学法可以在创伤外科学中实施,能取得较好的教学效果。

Objective： To study the teaching effects of the case-based learning （CBL） combined with problem-based learning （PBL） compared with traditional lecture-based learning （LBL） on trauma surgery teaching in five-year clinical undergraduate student. Methods： 80 five-year clinical undergraduate students were randomly selected and divided into two groups： the CBL combined with PBL group and the LBL group. At the end of the study, an anonymous exam was tested as the result of the trauma surgery clinical teaching. The anonymous questionnaires was used to evaluate the effectiveness teaching methods, teaching mode, and teaching content mastery of the two teaching mode. Results： There was statistical difference between the two teaching mode, Participants in the experimental group get higher scores than the control group in theory assessment. The support of teaching method of CBL combined with PBL higher than traditional LBL teaching methods, and to stimulate student interest and improve student interest in learning, collaboration capabilities are superior to the control group. Conclusion： CBL combined with PBL teaching method not only can be implemented in trauma surgery, also can achieve better teaching results.