案例式立体教学法结合PBL教学法在中医骨伤科学中的应用

The Application of Three-dimensional Case Teaching Method combined with PBL Teaching Method in Orthopaedics and Traumatology of Traditional Chinese Medicine

目的探讨案例式立体教学法与PBL教学法结合在中医骨伤科学中的应用。方法选取江西中医药大学2014年9月—2015年7月中医骨伤专业2011级(骨伤2班)的82名学生为教学实验组,对其应用案例式立体教学法与PBL教学法结合,另选取同一专业2011级(1)班的81名学生为对照组,对其应用传统的教学方法进行教学,对比分析两种教学方法对学生理论成绩、操作技能及对教学评价的影响。结果实验组学生理论成绩、操作技能能评分显著高于对照组,差异有统计学意义(P<0.05),案例式立体教学法与PBL教学法结合教学模式在满意率、兴趣培养率、增强思考的主动性、提高临床思维能力、培养分析问题能力明显高于对照组。结论对中医骨伤专业学生应用案例式立体教学法与PBL教学法可提高学生学习水平及操作水平,实现被动学习向主动学习的转变,有助于学生对知识的理解和掌握,培养学生的临床思维能力,有利于书本知识向实践技能的转变。

Objective To discuss the application of three-dimensional case teaching method combined with PBL teaching method in orthopaedics and traumatology of traditional Chinese medicine. Methods From September 2014 to 2015 July, 82 students in TCM orthopedics professional class of 2011（ TCM traumatology class two） of Jiangxi University of traditional Chinese medicine were se-lected as the experimental group, and they used three-dimensional case teaching method combined with PBL teaching method. The other in professional class of 2011 class（ 1） of 81 students was selected as the control group, and they used traditional teaching methods. Students＇ achievement in theory and operation skills was compared and analyzed, and the teaching effect was evaluated.Results The theoretical achievements and operation skills of the students in the experimental group was significantly higher than that of the control group, and the difference was statistically significant（ P〈0.05）. The three-dimensional case teaching method combined with PBL teaching method in the satisfaction rate, development of interest rate and enhancing thinking initiative and thinking ability, training analysis problem ability was significantly higher than that of the control group. Conclusion The application of threedimensional case teaching method combined with PBL teaching method in orthopaedics and traumatology of traditional Chinese medicine can improve students＇ learning level and operation level, achieve the aim from passive learning to active learning, help the students＇ understanding of knowledge and master, the cultivation of students ＇ clinical thinking ability, and is conducive to the transfor-mation from book knowledge to practice skills.