基于典型病例检验报告单的CBL教学法在临床免疫学检验理论教学中的应用及效果评价

Evaluation of Case-Based Learning as a Teaching Model in Clinical Immunology

目的针对临床免疫学检验理论课,探索高效的、具有专业特色的教学方法及其评估体系。方法以本校检验本科2011级和2012级共321人为研究对象,随机分为两组:一组采用传统模式的教学法为传统组,两年级合计120人;另一组采用基于典型病例检验报告单的案例教学法(Case-Based Learning,CBL)为CBL组,合计201人。由同一教师授课,结束后通过调查问卷分别进行学生和教师评价。通过理论卷面考核成绩比较来评价两组的教学效果的差异。结果学生评价结果显示:92.5%的学生认为,很有必要开展该教学法,并且85.6%以上的学生认为CBL教学对本课程的学习带来很多益处,如可加深对知识的理解和记忆,提升趣味性,拓宽知识面等。教师评价结果显示:96.2%的教师认为CBL教学能提高本课程的教学效果;92.0%以上的教师认为CBL教学能有效增强学生的沟通及团队协作能力以及分析和解决实际问题的能力。卷面考核结果显示,CBL组卷面成绩均值显著高于传统组,差异有统计学意义(P<0.05)。结论 CBL教学法能使学生更有效的掌握课程知识,提高了学生学习的主动性和分析问题的能力。

Objective To evaluate case-based learning（CBL） in order to explore an efficient teaching method in clinical immunology.Methods A total of 321 undergraduates major in medical technology in our university were randomly divided into two groups：one group of 120 students receiving traditional teaching model,as traditional group;the other group of 221 students receiving CBL teaching as CBL group.They were taught by the same teachers.Two teaching models were compared by students＇ and teachers＇ evaluation and written tests.Results The students＇ assessment indicated that the 92.5% students favored CBL,more than 85.6% of the students thought CBL teaching could offer many benefits,,such as deepening the understanding and memory of knowledge,increasing interest,broadening knowledge,etc.The teachers＇ assessment showed that96.2% teachers thought CBL teaching could improve the teaching effect.More than 92.0% of teachers thought it could effectively enhance students＇ ability of communication,team cooperation and the ability to analyze and solve practical problems.Results of written exams showed that the mean score of CBL group was significantly higher than that of traditional group,the difference was statistically significant（P〈0.05）.Conclusion CBL teaching model enables students learning initiation and efficiency.It improves students＇ critical thinking and ability of analyzing.