基于CBL教学的动态评估系统在临床医学专业“5+3”一体化创新人才培养中的应用效果

Application Effect of Dynamic Evaluation System Based on CBL Teaching in the Trainingof "5+3" Integrated Innovative Talents of Clinical Medicine

目的探讨基于案例学习(CBL)教学的数字化动态评估系统在临床医学专业"5+3"一体化创新人才培养中的应用效果。方法选取2019年1~12月在南京医科大学第一临床医学院的100名"5+3"临床医学生为研究对象,随机分为实验组和对照组,每组50名。对照组采用常规CBL教学,实验组在此基础上引入动态评估体系,比较两组培训后学生课程考核、对自身学习效果和教师教学能力评估、学习积极性。结果实验组学生平时成绩、期末成绩、总分均高于对照组,差异有统计学意义(P<0.05)。学习效果自评调查中实验组学生在提高学习兴趣、提高自学能力、提高解决问题能力、提高临床诊疗思维方面均优于对照组,差异有统计学意义(P<0.05);学生对教师教学能力的调查中实验组在教学方法的启示性、疑难重点的敏锐度、教学活动中的重要性方面评价均优于对照组,差异有统计学意义(P<0.05)。实验组主动发言人数为27人,多于对照组为的16人,差异有统计学意义(P<0.05)。结论 "5+3"临床医学专业CBL教学活动中,加入临床知识结构水平大数据动态评估体系,有利于教师实时调整教学方法,激发学生学习热情,提高学习效率。

Objective To explore the application effect of digital dynamic assessment system based on case based learning(CBL)teaching in the training of"5+3"integrated innovative talents in clinical medicine.Methods A total of 100"5+3 year"clinical medical students were selected as the research subjects training in the First Affiliated Hospital of Nanjing Medical University from January 2019 to December 2019.Randomly divided into the experimental group(n=50)and the control group(n=50).The control group used conventional CBL teaching and the experimental group introduced a dynamic evaluation system based on this.After the training,the two groups of students were assessed for curriculum assessment,questionnaire survey and learning motivation.Results The usual grades,final grades,and total scores of the experimental group students were higher than the control group,the difference was statistically significant(P<0.05).In the self-evaluation survey of learning effect,the experimental group of students were better than the control group in improving learning interest,self-study ability,problem-solving ability,and clinical diagnosis and treatment thinking,the difference was statistically significant(P<0.05);students'teaching ability to teachers in the survey,the experimental group was better than the control group in terms of the enlightenment of teaching methods,the acuity of difficult key points,and the importance of teaching activities,the difference was statistically significant(P<0.05).The number of active speakers in the experimental group was 27,more than 16 in the control group,the difference was statistically significant(P<0.05).Conclusions In the CBL teaching activities of"5+3"clinical medicine specialty,a big data dynamic assessment system of clinical knowledge structure level will help teachers adjust teaching methods in real time,stimulate students'enthusiasm for learning and improve learning efficiency.