病案教学法在MBBS留学生麻醉科实习课中的应用评价

Evaluation of CBL Teaching Model in Anesthesiology Practice Lesson for MBBS Foreign Student

目的评价病案教学法在MBBS留学生麻醉实习课中的应用效果。方法将2016年10月—2017年10月在昆明医科大学第二附属医院麻醉科实习的48名MBBS留学生随机分为两组:病案教学组(n=24)和讲授教学组(n=24),各组在两周的麻醉实习过程中分别使用病案教学法及讲授式教学法教学。实习结束后,对留学生进行麻醉理论知识测验,同时使用调查表评价留学生对两种教学方法在调动实习积极性、激发实习兴趣、提高实习效率及提高文献检索能力方面的满意度。结果病案教学组的麻醉理论知识测试成绩高于讲授式教学组,差异具有统计学意义(P<0.05)。病案教学组对教学方法在调动实习积极性、激发实习兴趣、提高实习效率及文献检索能力方面的满意度高于讲授式教学组,差异具有统计学意义(P<0.05)。结论病案教学法不仅能提高MBBS留学生麻醉实习课的理论成绩,还能调动留学生的麻醉实习积极性、激发实习兴趣、提高实习效率及文献检索能力,是一种值得推广的教学方法。

Objective To compare the case-based learning（CBL） with the lecture-based leaning（LBL）teaching model in anesthesiology practice lesson for foreign student and evaluate its application prospect. Methods 48 foreign students practiced in the anesthesiology department from October 2016 to October 2017 were randomly divided into two groups： CBL group（n=24） and LBL group（n=24）. Two groups were taught by the same teacher with CBL and LBL teaching model. After two weeks practiced, these students would be taken a theoretical examination and a questionnaire survey for satisfaction（mobilization the enthusiasm of practice, stimulation the interest of practice, improving the efficiency of practice, improving the ability of document retrieval） of teaching model. Results The score of the theoretical examinationof the CBL group was higher than the CBL group, the difference was statistically significant（P〈0.05）. The score of the satisfaction of teaching model of the CBL group was higher than the CBL group, the difference was statistically significant（P〈0.05）. Conclusion CBL teaching model could not only raise the score of theoretical examination, but mobilize the enthusiasm, stimulate the interest, improve the efficiency of practice and the ability of document retrieval in anesthesiology practice lesson as well.