CBL结合PBL教学法在冠心病介入治疗培训中的应用

Application of Teaching Method Combining CBL and PBL in Teaching of Interventional Treatment of Coronary Heart Disease

目的探讨CBL结合PBL教学模式在冠状动脉粥样硬化性心脏病介入治疗培训中的应用效果。方法选取某院2018年1月1日-2019年12月31日心血管疾病介入诊疗培训基地招收的学员共56人,随机分为CBL结合PBL教学组(C&P组)和传统教学模式组(对照组),每组各28名学员,进行1年培训后,比较2组学员的专业考核成绩及对带教老师的满意度评分。结果C&P组专业考核总成绩(80.96±3.91vs.74.75±6.54,P<0.05)、理论考核成绩(38.86±4.11vs.36.29±3.76,P<0.05)及实践操作成绩(42.11±3.13 vs.38.46±5.47,P<0.05)均高于对照组。C&P组与对照组之间的满意度评分没有统计学差异(87.14±6.15vs.84.46±5.83,P=0.100)。结论CBL结合PBL教学模式应用于冠心病介入治疗培训中,提升了学员文献检索能力、归纳总结能力、独立思考问题和解决问题的能力,最重要的是提高了对不同冠心病患者介入过程中不确定因素的预判能力,该教学模式值得在冠心病介入治疗培训中推广。

Objectives To investigate the effect of case-based learning(CBL)and problem-based learning(PBL)in teaching of interventional treatment of coronary heart disease.Methods 56 students who received training between January 2018 to December 2019 at a hospital were randomly divided into an integrated of CBL and PBL teaching group(C&P group)and a traditional teaching group(control group),each group has 28 students.After a year of training,the score of professional competence and the satisfaction survey to evaluating with their facilitator would be compared.Results Compared with the control group,the C&P group resulted in higher scores in the overall score of professional competence(80.96±3.91 vs.74.75±6.54,P<0.05),theory score(38.86±4.11 vs.36.29±3.76,P<0.05),and clinical skill test(42.11±3.13 vs.38.46±5.47,P<0.05).There was no statistical difference(87.14±6.15 vs.84.46±5.83,P=0.100)of the satisfaction rate between C&P and control group.Conclusions The CBL and PBL integrated teaching method in the PCI training could effectively improves students’ability in searching for related essays,and their capacity in generalizing information,upgrade their independent thinking and problem solving.More importantly,it helped students exhibited better anticipation of uncertain factors in different patients with CHD during PCI.It was worthwhile to promote this C&P teaching pattern in percutaneous coronary intervention training.