PBL联合CBL教学在神经内科实习中的应用

Application and Effect of PBL Combined With CBL Teaching Method in Neurology

目的探讨PBL联合CBL教学法在神经内科实习教学中的应用及教学效果。方法选取2017年12月—2018年5月在中国医科大学附属盛京医院神经内科轮转实习的2013级99期本科医学生72名作为研究对象,分为两组,每组36人,观察组采用PBL和CBL联合教学模式;对照组采用传统教学模式。以理论知识和病案分析考试,迷你临床演练评估(Mini-CEX)以及教学满意度问卷调查的形式,评估两组的教学效果。结果两组理论知识成绩比较,差异无统计学意义(P>0.05),但观察组成绩略高于对照组。而在病案分析成绩和总成绩、医患交流、体格检查、疾病诊断、沟通技巧、人文关怀、组织效能、整体表现、满意度调查方面,观察组得分均高于对照组,差异有统计学意义(P<0.05)。结论基于Mini-CEX的PBL联合CBL教学法在神经内科实习教学中具有良好的教学效果,值得进一步推广。

Objective To explore the application and teaching effect of PBL combined with CBL teaching method in neurology practice teaching.Methods A total of 72 undergraduate students of the 2013 grade 99 underwent a rotation internship from the Department of Neurology,Shengjing Hospital,China Medical University from December 2017 to May 2018.The study was divided into two groups,36 in each group.The PBL and CBL joint teaching mode was adopted;the control group used the traditional teaching mode.The teaching effects of the two groups were evaluated in the form of theoretical knowledge and case analysis test,miniclinical evaluation(Mini-CEX)and teaching satisfaction questionnaire.Results There was no significant difference in the theoretical knowledge between the two groups(P>0.05),but the observation group score was slightly higher than the control group.In the case analysis results and total scores,doctor-patient communication,physical examination,disease diagnosis,communication skills,human care,organizational effectiveness,overall performance,satisfaction survey,the observation group scores were higher than the control group,the difference was statistically significant.(P<0.05).Conclusion The Mini-CEXbased PBL combined with CBL teaching method has a good teaching effect in neurology practice teaching and deserves further promotion.