微课结合PBL及CBL法在呼吸与危重症医学科临床教学中的应用

Evaluation of Micro-lectures Combination with PBL and CBL Teaching Methods in Pulmonary and Critical Care Medicine Education

目的探讨微课结合PBL和CBL教学法在呼吸与危重症临床教学中的应用价值,为提高教学质量提供参考依据。方法对2019年6月3日-2020年9月6日期间某院呼吸与危重症医学科实习的80名学生进行呼吸与危重症临床教学。根据教学方法的不同将80名学生随机分为传统教学组、微课结合PBL组、微课结合CBL组、微课结合PBL及CBL组,每组20名学生,分别采用上述教学方法进行教学,教学时长2个月,分别对4组实习学生的临床理论知识、实践技能操作进行评估,同时调查学生对教学的满意度。结果微课结合PBL及CBL组实践技能分数高于微课结合PBL组(90.50±3.19vs85.50±6.20,P<0.05),具有统计学差异;微课结合PBL组、微课结合CBL组、微课结合PBL及CBL组三组理论及实践技能分数分别为(84.00±6.59)、(85.50±6.20);(84.65±5.87)、(87.10±5.650);(87.60±4.44)、(90.50±3.19),均高于传统教学组理论分数(78.30±9.06)、传统教学组实践技能分数(76.05±8.19),差异有统计学意义,P<0.05;微课结合PBL组、微课结合CBL组、微课结合PBL及CBL组满意度得分均高于传统教学组(83.35±7.24、85.50±9.16、87.40±5.48vs68.35±9.78,P<0.05),差异有统计学意义。结论微课结合PBL和CBL教学方法值得在呼吸与危重症医学科临床教学中广泛运用。

Objective To explore application of Micro-lectures combination with PBL and CBL in respiratory critical medicine teaching.Methods The teaching method of Micro-lectures combined with PBL and CBL was used to teach the respiratory critical disease to 80 interns from June 3,2019 to September 6,2020.According to the different teaching methods,80 interns were divided into traditional teaching group,Micro-lectures combined with PBL teaching method group,Micro-lectures combined with CBL teaching method group and Micro-lectures combined with PBL and CBL teaching method group.Interns were taught with corresponding teaching methods,respectively.After 2 months of teaching,interns were evaluated for their theoretical knowledge and clinical operation skills,and their satisfaction for teaching was investigated at the same time.Results The practical skill score of micro-class combined with PBL and CBL group was higher than that of micro-class combined with PBL group(90.50±3.19 vs 85.50±6.20,P<0.05).The scores of theoretical and practical skills in microclass plus PBL group,microclass plus CBL group,microclass plus PBL group and CBL group were 84.00±6.59,85.50±6.20,84.65±5.87,87.10±5.65,87.60±4.44,90.50±3.19,respectively,which were higher than those of traditional teaching group(78.30±9.06,76.05±8.19).The difference was statistically significant(P<0.05).The satisfaction scores of PBL group,CBL group,PBL group and CBL group were higher than those of traditional teaching group(83.35±7.24,85.50±9.16,87.40±5.48,68.35±9.78,68.35±9.78,P<0.05,respectively).Conclusions Micro-lectures combination with PBL and CBL Teaching Methods were more suitable for application in respiratory critical medicine teaching,which were worthy of being widely used.