CBL结合SP在核医学甲亢核素治疗见习教学中的应用效果

The effect of CBL combined with SP in clinical probation teaching of nuclear radionuclide therapy

目的在核医学甲亢核素治疗见习中引入案例教学case．basedlearning，CBL）结合标准化病人（standardizedpatients，SP），并评估教学效果。方法将360名五年制本科见习生随机均分为CBL＋SP教学组和LBL教学组（各180人），CBL＋SP教学组采用基于sP的案例教学，LBL教学组采用传统课堂教师讲授。通过理论考试、病例分析和教学满意度问卷调查评估教学效果。数据使用SPSS20．0软件进行统计分析。理论考试、病例分析成绩比较采用￡检验，教学效果调查结果比较采用卡方检验。结果CBL＋SP组理论考试和病例分析成绩均优于LBL组，差异有统计学意义[（83．26±4．18）vs．（80．36±3．62），t=-7．041，P=O．000）；（85．79±4．15）VS．（81．26±3．96），t=-10．844，P=O．OOO）]。满意度调查显示，CBL＋SP组对教学方式在激发学习热情、培养正确的临床思维、掌握获取信息的技能、培养分析解决问题能力等方面，满意度优于LBL组，差异有统计学意义（X2=40．319，x2=33．620，）g=23．493，x2=23．283；P均=0．000）。结论在核医学甲亢核素治疗见习中采用CBL结合sP教学，教学效果良好。

Objective To evaluate the effect of case-based learning combined with standardized patients in probation of nuclear radionuclide therapy. Methods 360 interns were randomly assigned sepa- rately into CBL＋SP group and LBL group （180 people）, case based on SP as the center of clinical teaching mode was used for CBL＋SP group, while traditional classroom teaching mode was used for LBL group. Theoretical test, case analysis and teaching satisfaction survey were used to evaluate the two teaching mode, using SPSS 20.0 software for statistical analysis of the data. t test was used for two independent samples of both theoretical test and case analysis and chi-square test was used for teaching satisfaction survey. Results The score of theory and case analysis of CBL＋SP group was higher than that of LBL group, and the difference had statistical significance [（83.26 ± 4A8） vs. （80.36 ± 3.62）, t=-7.041, P=O.O00; （85.79 ± 4.15） vs. （81.26 ±3.96）, t=10.844, P=0.000]. Satisfaction survey showed that satisfaction degree of CBL＋SP group in stimu- lating and training the correct clinical thinking, grasping the information skills and cultivating their ability to analyze and solve the problem was higher than that of LBL group, and the difference had statistical signifi- cance （Xz=40.319t-=33.620,A,a=23.493,X2=-23.283;p=-0.000）. Conclusion Case-based learning combined with standardized patients in probation of nuclear radionuclide therapy can obtain satisfactory teaching effort.