CBL联合小讲课教学模式在RICU临床教学效果观察

Effect of CBL Combined with Small Lectures in RICU Clinical Teaching

目的探讨CBL联合小讲课的教学模式在呼吸与危重症医学科RICU单元临床教学的应用效果。方法纳入2019年1月1日-12月31日在某三甲医院呼吸与危重症医学科RICU病区轮转的住院医师、进修医师、规培生、研究生、本科实习生共83名作为研究对象,采用随机数字表分为CBL+小讲课组(观察组)和小讲课组(对照组)。经1个月实习结束对两组实习学生进行理论和操作考核,学员完成自我评价和教学满意度调查,教师完成问卷调查,对结果进行分析。结果观察组(42例)和对照组(41例)学员年龄无差异,性别、学历构成比无差异(P>0.05)。观察组病案分析94.8±5.9分,临床操作中呼吸球囊的使用95.3±4.9分、无创呼吸机操作92.5±7.1分,均高于对照组,差异有统计学意义(P<0.05),观察组学习兴趣、自我学习能力、知识应用能力、临床思维能力、临床动手能力、查阅文献能力提升比例较对照组高,差异有统计学意义(P<0.05),观察组教学满意度96±3.3分,较对照组高,差异有统计学意义(P<0.05)。71%的教师更喜欢CBL+小讲课的教学模式。结论CBL联合小讲课教学模式可以提高RICU临床教学质量和教学满意度,临床带教老师和学生都更喜欢这种教学模式。

Objective To explore the effect of CBL combined with small lectures in RICU clinical teaching.Methods The 83 refresher doctors,graduate and undergraduate interns in Respiratory intensive care unit(RICU)of a 3A hospital from January 1 to December 31,2019,were included as research object.Use the random number table as CBL+little lecture group(observation group)and lecture group(control group).At the end of the one-month internship,the two groups of students were assessed in theory and operation.The students completed self-evaluation and teaching satisfaction survey,teachers complete questionnaires,then analyzed the results.Results There was no difference between the observation group(42 persons)and the control group(41 persons)in age,gender and education composition(P>0.05).Observation group medical record(94.8±5.9),clinical use of breathing balloon(95.3±4.9),noninvasive ventilator operating(92.5±7.1)are higher than the control group,the difference was statistically significant(P<0.05).The observation group interest in learning and self learning ability,ability to apply knowledge,clinical thinking ability,clinical ability were ascend higher than control group,the difference was statistically significant(P<0.05),the observation group teaching satisfaction was(96±3.3),higher than control group,the difference was statistically significant(P<0.05).71%of teachers prefer CBL+short lectures.Conclusion CBL combined with small lecture teaching mode can improve RICU’s clinical teaching quality and teaching satisfaction.Both clinical teachers and students prefer this teaching mode.