PBL+CBL相结合的教学模式在肿瘤放射治疗学住院医师规范化培训带教中的应用

Application of Problem-Based Learning Combined with Case Based Learning in Standardized Training of Residents in Department Of Radiation Oncology

目的探讨在肿瘤放射治疗学基地住院医师规范化培训临床教学中以问题为基础教学法(Problem based learning,PBL)结合案例教学法(case based learning,CBL)的应用价值。方法选取2015年8月至2017年7月在新疆医科大学第一附属医院住院医师规范化培训放射肿瘤学基地进行培训的学员共40名,分为传统带教组和PBL+CBL带教组,各20名学生,比较两组出科考试成绩及进行教学满意度调查。应用SPSS17.0对两组学生考试成绩进行t检验,满意度结果进行卡方检验。结果客观评估结果显示:在出科考试中,PBL+CBL带教组在实践操作考试成绩(29.75±4.32)优于传统带教组(34.8±3.03),差异具有统计学意义(t=7.775 P=0.008);主观评估结果显示:在"提高解决临床问题的综合能力"(χ~2=10.286,P=0.016)和"提高团队合作能力方面"(χ~2=10.886,P=0.012),PBL+CBL带教组的成绩及满意度优于传统带教组。结论 PBL+CBL教学模式有助于提高放射肿瘤学基地住院医师规范化培训学生的出科考试成绩、提高解决临床问题的综合能力、提高团队合作能力。

Objective To explore the value of an innovative teaching model which combined problem based learning （PBL） method with case based learning （CBL） method in standardized training of residents in the department of radiation oncology. Methods 40 students were divided into the combinational teaching group （20 students） and the traditional teaching group （20 students）. The combinational teaching group was taught by PBL method combined with CBL method. This dual track teaching was based on cases and problems. The traditional teaching group was taught by LBL method. The Teaching effect was evaluated by students＇ questionnaire survey and test score. SPSS17.0 was used to two groups to do t test for statistical analysis in test score and ~2test for degree of satisfaction. Results For the objective evaluation part, in the final examination,the score of theoretical examination of combinational teaching group was similar to that of traditional teaching group （44.55＋7.52 vs 51.75_＋5.65, P=0.659 ）. The combinational teaching group had significant improvement in case analysis test （29.75＋4.32 vs 34.8＋3.03, P=0.008 ）, and the difference was statistically significant（P=O.008） . For the subjective evaluation part, the PBL＋CBL teaching group,compared with the conventional teaching group,has a better effect on comprehensive ability to solve clinical problems（~2 =10.286, P=0.016） and team work ability （X2=10.886, P=0.O12）. Conclusion The PBL＋CBL combinational teaching model can make a great contribution to improving the teaching quality and satisfaction and worthy of being popularized and applied.