CBL、PBL联合SP三维教学模式在中西医结合外科临床教学实习中的应用

The Application of CBL and PBL Combined with SP in Clinical Teaching Practice of Surgery of Integrated Traditional Chinese and Western Medicine

目的探讨联合CBL、PBL和SP的三维教学模式在中西医结合外科临床教学实习中的应用效果。方法选取2017年6月—2018年6月在中国医科大学附属盛京医院实习的中西医结合外科专业的学生32名,按随机数字表法分成对照组和试验组,每组16名。对照组采用传统带教法,试验组采用CBL、PBL和SP联合教学法,出科前对2组学生进行理论和临床技能综合考试,并采用调查问卷的形式调查学生对教学模式的反馈。结果试验组学生的理论成绩及操作技能、病案质量、临床思维能力、分析能力的考核成绩均明显高于对照组学生(P<0.05);试验组学生对新型教学方法的满意度明显高于对照组(P<0.05)。结论在中西医结合外科临床教学实习中采用CBL、PBL和SP联合的三维教学模式可取得较佳的教学效果,能有效激发学生的主观能动性,培养学生自主学习能力和分析问题、解决问题的能力,加深学生对知识的记忆和运用,提升学生的临床操作技能水平,适用于临床教学实习,具有推广价值。

Objective To explore the application effect of CBL,PBL and SP in clinical teaching practice of integrated traditional Chinese and western medicine surgery.Methods Thirty-two students from the department of surgery of integrated traditional Chinese and Western medicine from June 2017 to June 2018 were randomly divided into the control group and the experimental group by digital method,with 16 in each group.The control group adopted the traditional teaching method.The experimental group used the combined teaching method of CBL,PBL and SP.Before the department,the two groups of students were given comprehensive theoretical and clinical skills examinations,and the questionnaires were used to investigate the students’feedback on the teaching mode.Results The scores of the theoretical and operational skills,medical record quality,clinical thinking ability and analytical ability of the experimental group were significantly higher than those of the control group(P<0.05).The students for the new teaching methods in the experimental group were significantly more satisfied compared with control group(P<0.05).Conclusion The three-dimensional teaching mode of CBL,PBL and SP can achieve better teaching results in the clinical teaching practice of surgery of integrated traditional Chinese and Western medicine.It can effectively stimulate students’subjective initiative,cultivate students’self-learning ability,analyze problems and solve problems,deepen students’memory and application of knowledge,improve students’clinical operation skills,apply to clinical teaching practice,and have promotion value.