CBL联合EBL教学法在内分泌科临床教学中的应用

Application of CBL Combined with EBL Teaching Method in the Clinical Teaching of Endocrinology Department

目的观察以案例为基础(CBL)的教学法联合以循证医学为基础(EBL)的教学法在内分泌科临床实习教学中的效果。方法将60名七年制实习生随机分为两组:实验组和对照组。实验组采用CBL联合EBL教学法,对照组采用传统的讲授式教学法。实习结束后,进行出科理论考试及临床实践能力测试,并接受问卷调查,问卷涉及学习积极性,信息获取分析能力及团队协作等,总分均为100分。结果实验组的临床实践成绩及问卷调查评分均优于对照组,临床实践成绩为90.4±7.6分与80.1±7.5分;问卷调查评分为92.7±6.1分与81.6±5.8分,差异均有统计学意义,但是,实验组和对照组学生的理论考试成绩分别是86.7±9.8分与85.3±8.2分,差异不显著。结论临床实践能力的培养,尤其是提高学习积极性,培养学生信息获取和分析能力及团队协作能力方面,CBL基础上的EBL教学模式显示出明显的优势。

Objectives To evaluate the effect of teaching method of Case-Based Learning （CBL） combined with Evidence-Based Learning （EBL） in endocrinology department. Methods A total of 60 students were randomly divided into two groups, which were experimental group （n=30） and control group （n=30）. The teaching method of CBL combined with EBL was used in the experimental group, while Leeture-Based Learning （LBL） was used in the control group. After the end of the teaching, theory test and clinical ability examination were conducted, as well as questionnaire survey was performed, which related learning initiative, information analysis ability and team cooperation, the total points of all were 100. Results The clinical practice ability score and questionnaire survey score of students in the experimental group were all superior to that in the control group. The clinical practice ability score were 90. 4 ± 7.6 and 80. 1 ±7.5, the questionnaire survey score were 92.7 ± 6. 1 and 81.6 ±5.8 respectively, which had statistical significance. However, the test scores of the two groups were respectively 86.7 ± 9. 8 and 85.3 ± 8.2, which had no significant difference. Conclusions The combined teaching method of CBL and EBL showed significant advantages in the cultivation of clinical practice ability, especially in aspects such as the imorovement of learning initiative, cultivation of information acquisition and team cooperation.