CBL联合PBL教学法在泌尿系结石实习教学中的应用

Application of CBL Combined With PBL Teaching Method in Practice Teaching of Urinary Calculus

目的泌尿系结石是泌尿外科实习教学中的重点及难点,传统的教学方法效果不佳,本研究观察以病例为基础教学法(CBL)联合以问题为基础教学法(PBL)在泌尿系结石实习教学中的应用效果。方法选取2018年9月-2019年7月在我院泌尿外科实习的临床专业实习生78名,随机分为对照组(n=39)与CBL+PBL组(n=39)。对照组实施常规教学,CBL+PBL组采用CBL联合PBL的教学模式。学习完成后两组均进行出科考试和自制问卷调查,评价授课效果。结果 CBL+PBL组在出科考试成绩及问卷调查的评分上较对照组更优,且有统计学意义(P <0.05)。结论在泌尿系结石的教学过程中,采用CBL联合PBL的方式可以取得较好的课堂效果。

Objective Urinary stones are the focus and difficulty in urology practice teaching. Traditional teaching methods are not effective. In this study, we observed case-based teaching(CBL) combined with problembased teaching(PBL) in urinary stones. Application effect in practice teaching. Methods A total of 78 clinical internships in urology practice from September 2018 to July 2019 were randomly divided into the control group(n = 39) and the CBL + PBL group(n = 39). The control group implemented conventional teaching, and the CBL + PBL group adopted the CBL and PBL teaching mode. After the study was completed, the two groups underwent examinations and self-made questionnaires to evaluate the effectiveness of the lectures. Results The CBL + PBL group was better than the control group in the test scores and questionnaire scores, and was statistically significant(P < 0.05). Conclusion In the teaching process of urinary calculi, using CBL combined with PBL can achieve better classroom results.