病例分析与传统教学相结合在重症医学教学中的应用

The Application of Case Analysis and Traditional Teaching in the Teaching of Critical Medicine

目的探讨以病例分析为导向并和传统教学方法相结合(CBL+LBL)的教学模式在重症医学教学中的应用效果。方法以临床医学专业207名学生为对象,在外科学总论"多脏器功能不全"章节的教学中采用CBL+LBL教学法,通过问卷调查方式了解教学效果。结果发放问卷207份,回收207份,回收率100%。32.85%(68/207)的学生此前未接触过此类教学方式;98.07%(203/207)的同学表示对此种教学模式感兴趣,认为对拓宽自己的知识面和提高今后认识及处置危重患者的能力有帮助;97.10%(201/207)的同学认为通过此次教学对重症医学有了初步认识;95.65%(198/207)的同学认为此种教学模式会改变今后的临床思维方式。还有75.36%(156/207)的同学对将来从事重症医学工作产生了兴趣。结论 CBL+LBL教学法在重症医学教学中有利于提高学生学习兴趣,对培养锻炼学生临床危重症诊治的思维能力起到积极作用。

Objective To explore the application effect of CBL+LBL teaching model in the teaching of critical care medicine.Methods A total of 207 students majoring in clinical medicine were selected as subjects.CBL+LBL was used in the teaching of"multiple organ dysfunction"section of general theory of surgery.Results 207 questionnaires were sent out,207 were recovered,the recovery rate was 100%.32.85%(68/207)students had not been exposed to this kind of teaching mode before;98.07%(203/207)students expressed interest in this kind of teaching mode,97.10%(201/207)of the students thought that they had a preliminary understanding of critical medicine through this teaching;95.65%(198/207)of the students thought that this teaching mode would change the future clinical thinking mode.75.36%(156/207)students showed interest in the future work of critical medicine.Conclusion CBL+LBL teaching method in the teaching of critical medicine related content is conducive to improve students'interest in learning,play a positive role in training students'thinking ability of clinical critical diagnosis and treatment.