重症医学科临床带教应用CBL结合PBL模式的分析

Analysis of the Application of CBL Combined with PBL Model in Clinical Teaching in Critical Care Medicine

目的分析在重症医学科临床带教中应用CBL结合PBL模式的效果。方法选取于该院重症医学科2019年9月—2020年9月间实习的学生72名。根据教学模式差异性分为研究组(n=36)、对照组(n=36)。为对照组学生实施常规带教,研究组学生在对照组基础上开展CBL结合PBL模式。对比观察两组操作考试成绩、教学满意度、综合能力、教学认可度。结果研究组学生危重症基础知识、病史采集、体格检查、病历分析、诊疗方案制订评分均高于对照组,差异有统计学意义(P<0.05);研究组教学满意度明显高于对照组,差异有统计学意义(P<0.05);研究组学生自主学习能力、交流沟通能力、知识理解能力、问题解决能力、临床思维能力均高于对照组,差异有统计学意义(P<0.05);研究组认为教学可激发学习兴趣、扩宽知识范围、提高知识理解应用能力、提高学习成就感的学生人数均高于对照组,差异有统计学意义(P<0.05)。结论CBL结合PBL模式能够有效提高重症医学科临床带教成绩,提升学生综合能力,提高其对教学模式的认可度和满意度。

Objective To analyze the effect of applying CBL combined with PBL model in clinical teaching of critical care medicine.Methods The 72 students who had been intern in the Department of Critical Care Medicine of the hospital from September 2019 to September 2020 were selected and divided into study group(n=36)and control group(n=36)according to the differences in teaching mode.Implement regular teaching for the control group students,and the study group students develop CBL combined with PBL mode on the basis of the control group.Compared and observed the two groups of operating test scores,teaching satisfaction,comprehensive ability,and teaching recognition.Results The scores of students in the study group on basic knowledge of critical illness,medical history collection,physical examination,medical history analysis,and diagnosis and treatment plan formulation were higher than those of the control group,the difference was statistically significant(P<0.05);the study group’s teaching satisfaction was significantly higher than the control group,the difference was statistically significant(P<0.05).The students'independent learning ability,communication ability,knowledge understanding ability,problem solving ability,and clinical thinking ability were all higher than those of the control group,the difference was statistically significant(P<0.05);the study group believes that teaching can stimulate learning interest,broaden the scope of knowledge,and improve the application of knowledge understanding,the number of students who were able to improve their sense of learning achievement was higher than that of the control group,the difference was statistically significant(P<0.05).Conclusion The combination of CBL and PBL model can effectively improve the clinical teaching performance of critical care medicine,enhance students'comprehensive ability,and improve their recognition and satisfaction with the teaching model.