CBL与PBL结合教学法在产科临床教学中的应用研究

Study on the Application of CBL and PBL Combined Teaching Model in Obstetrics Clinical Teaching

目的观察CBL与PBL结合教学法在产科临床教学中的应用效果。方法选取本人在哈尔滨医科大学附属第一医院工作期间承担教学任务的选取2015级临床1班35人为对照组,同时选取2015级临床2班35人为试验组,上述研究对象在2020年1月—2021年6月期间进行研究测评,两组学生培养中实施不同教学方法,对比学生最终教学效果,指标观察学生学习成绩及带教满意度评价。结果试验组学生学习成绩显著好于对照组,差异有统计学意义(P<0.05),其中,试验组理论成绩和实践技能分别为(91.36±1.25)分和(93.12±5.85)分。对照组理论成绩和实践技能分别为(72.85±3.58)分和(76.21±1.12)分,且试验组学生对实习带教满意度评价明显优于对照组(P<0.05),其中,试验组总满意度为97.14%,对照组总满意度为80.00%。结论对于临床产科教学工作实施而言,CBL(case based learning)结合PBL(problem-based learning)教学法应用的价值是较高的,在教学指导过程中,不仅能够提高教学指导水平,也可以提高学生教学满意度,所以可在临床教学中推广该教学方法。

Objective To observe the application effect of the combined teaching method of CBL and PBL in obstetric clinical teaching.Methods I selected 35 students from the 2015 clinical class 1 as the control group,and 35 students from the 2015 clinical class 2 as the experimental group.The two groups of students implemented different teaching methods during the training of the students in the first affiliated hospital of Harbin Medical University.Compare the final teaching effect of students,and observe the evaluation of students’academic performance and teacher satisfaction with indicators.Results The academic performance of the experimental group was significantly better than that of the control group,The difference was statistically significant(P<0.05).The theoretical scores and practical skills of the experimental group were(91.36±1.25)points and(93.12±5.85)points respectively.The theoretical scores and practical skills of the control group were(72.85±3.58)points and(76.21±1.12)points respectively,and the evaluation of students'satisfaction with practical teaching in the experimental group was significantly better than that in the control group(P<0.05),in which the total satisfaction of the experimental group was 97.14%and that of the control group was 80.00%.Conclusion For the implementation of clinical obstetrics teaching work,CBL(case based learning)combined with PBL(problem-based learning)teaching method is of high value.In the process of teaching guidance,it can not only improve the level of teaching guidance,but also Improve students'teaching satisfaction,so this teaching method can be promoted in clinical teaching.