三种教学模式在骨髓形态诊断教学中的应用分析

Clinical Significance of Bone Marrow Morphological and Tumor Markers for Lymphoma Diagnosis and Prognosis

目的本文拟探讨LBL、PBL联合CBL教学模式在骨髓形态诊断教学中的分层应用分析。方法选取医院检验医学专业本科实习生共20人,规培及新入职人员等轮转生共18人作为研究对象,采用自身对照方法分为实习组和轮转组。每项内容教学两次,分别采用不同教学方法。理论教学分别采用LBL教学方法和PBL教学方法,实践教学分别采用LBL+CBL教学方法和PBL+CBL教学方法。结果理论成绩表明:实习组学员PBL方法与LBL方法的成绩对比,差异无统计学意义(P>0.05);轮转组学员PBL方法的成绩优于LBL方法,差异具有统计学意义(P<0.05)。技能成绩表明:两组学员LBL+CBL方法的成绩均好于PBL+CBL方法,差异具有统计学意义(P<0.05)。结论LBL、PBL联合CBL教学模式在骨髓形态诊断教学中不能过于追求某一种教学方法,对学生分层教学,对内容分方法教学才能最大程度提升教学相长。

Objective This paper is to discuss the stratified application of LBL and PBL combined with CBL teaching model in bone marrow diagnosis teaching.Methods A total of 20 undergraduate interns of hospital laboratory medicine were selected.A total of 18 people of compliance training and new recruits were selected as the research objects of reincarnation.The self control method was divided into the practice group and the rotation group.Each content is taught two times,and the different teaching methods are adopted respectively.The theory teaching adopts the LBL teaching method and the PBL teaching method respectively.LBL+CBL teaching method and PBL+CBL teaching method are adopted in practice teaching.Results The theoretical results showed that there was no statistical difference between the PBL method and the LBL method(P>0.05).The results of the PBL method in the rotation group were better than that of the LBL method,and the difference was statistically significant(P<0.05).The results of the skills showed that the results of the LBL+CBL method in the two groups were better than that of the PBL+CBL method,and the difference was statistically significant(P<0.05).Conclusion LBL and PBL combined with CBL teaching mode is not pursuit of a point kind of teaching method in bone marrow morphology teaching.Stratified application to students and different teaching methods to teaching contents could gain maximizing Teaching benefits of teachers as well as students.