基于微课的CBL教学模式在心血管内科临床见习的实践研究

Practical Research of CBL Teaching Model Based on Micro-classes in Clinical Probation of Cardiovascular Medicine

目的对基于微课的CBL教学模式在心血管内科临床见习中的应用效果行分析与探讨。方法选择2020年1—6月齐齐哈尔医学院附属第一医院2017级临床医学系在该院心血管内科临床见习的大四的学生为研究对象,随机选择78名,随机分为研究组和对照组。对照组采用CBL教学法,研究组采用微课联合CBL教学。对两组学生的理论与技能考核、自我评价与教学满意度进行比较。结果相较于对照组来说,研究组学生的出科理论知识、书写病历、病例分析、临床技能考核的成绩都较高;研究组学生自评学习兴趣提高、自学、沟通、思维以及协作能力均有较大幅度增强,且其教学满意程度高于对照组,差异有统计学意义(P<0.05)。结论在心血管内科临床见习中运用基于微课的CBL教学模式能有效提升学生学习积极性,有利于临床教学质量的提高,并且提高学生的教学满意度,值得大力推广与应用。

Objective To analyze and discuss the effect of CBL teaching mode based on micro-class in clinical space of cardiovascular medicine.Methods The senior students of the 2017 department of clinical medicine of the first affiliated hospital of Qiqihar medical college from January to June 2020 were selected as the research subjects.78 people were randomly selected and divided into the study group and the control group.The control group adopted CBL teaching method,and the study group adopted micro-class combined CBL teaching.Compared the theory and skill assessment,self-evaluation and teaching satisfaction of the two groups of students.Results Compared with the control group,the students in the study group had higher scores in the theoretical knowledge,writing medical records,case analysis,and clinical skills examination,the students in the study group have improved their self-evaluated interest in learning,self-taught,communication,thinking and cooperation skills have been greatly enhanced,and their teaching satisfaction was higher than that of the control group,and the difference was statistically significant(P<0.05).Conclusion The application of the CBL teaching model based on micro-classes in the clinical probation of cardiovascular internal medicine can effectively improve students'learning enthusiasm,help improve the quality of clinical teaching,and improve students'teaching satisfaction.It is worthy of vigorous promotion and application.