CBL联合多媒体教学法在超声科临床教学中的应用价值

Application Value of CBL Combined with Multimedia Teaching Method in Clinical Teaching of Ultrasound Department

目的分析CBL联合多媒体教学法在超声科临床教学中的应用价值。方法将2019年1月—2020年1月期间在该院超声科接受临床教学的58名学员作为研究对象,随机分为对照组(29名)和观察组(29名),对照组采用常规教学模式,对观察组予以CBL联合多媒体教学模式;对比两种教学模式的教学成果。结果①临床教学考核:观察组基础知识评分(47.69±1.58)分、专业知识评分(48.06±1.65)分、实际操作评分(46.37±2.23)分、临床思维评分(46.58±2.41)分,对照组基础知识评分(43.25±2.04)分、专业知识评分(44.37±1.78)分、实际操作评分(42.59±2.12)分、临床思维评分(41.45±2.29)分,观察组4项评分均明显高于对照组,差异有统计学意义(P<0.001);②临床教学满意度:观察组在理解、运用超声知识,激活学习兴趣及能力,启发诊断思路,培养提出及解决问题能力4个方面的满意度分别为96.55%、96.55%、93.10%、93.10%,对照组在理解、运用超声知识,激活学习兴趣及能力,启发诊断思路,培养提出及解决问题能力4个方面分别为72.41%、58.62%、62.07%、58.62%,观察组的结果均明显高于对照组,差异有统计学意义(P<0.05)。结论CBL联合多媒体教学法是一种更具可行性和有效性的教学模式,适用于超声科的临床教学,有助提升医生的综合素养,包括理论知识、实际操作、终身学习能力等方面。

Objective To analyze the application value of CBL combined with multimedia teaching method in clinical teaching of ultrasound department.Methods A total of 58 trainees who received clinical teaching in the ultrasound department of the hospital from January 2019 to January 2020 were taken as the research objects,and randomized into groups,namely the control group(29 trainees)and the observation group(29 trainees).The control group adopted the conventional teaching mode,and the observation group was given the CBL combined multimedia teaching mode.Compared the teaching results of the two teaching modes.Results 1.Clinical teaching assessment:observation group's basic knowledge score(47.69±1.58)points,professional knowledge score(48.06±1.65)points,practical operation score(46.37±2.23)points,clinical thinking score(46.58±2.41)points.In the control group,basic knowledge score(43.25±2.04)points,professional knowledge score(44.37±1.78)points,practical operation score(42.59±2.12)points,and clinical thinking score(41.45±2.29)points.The four scores of the observation group were significantly higher than those of the control group,the difference was statistically significant(P<0.001).2.Clinical teaching satisfaction:the observation group was satisfied with the four aspects of understanding and using ultrasound knowledge,activating learning interest and ability,inspiring diagnosis ideas,and cultivating the ability to propose and solve problems were 96.55%,96.55%,93.10%,93.10%,respectively,in the control group,the four aspects of understanding and using ultrasound knowledge,activating learning interest and ability,inspiring diagnosis ideas,and cultivating the ability to propose and solve problems were 72.41%,58.62%,62.07%,and 58.62%,respectively,the results of the observation group were significantly higher than those of the control group,the difference was statistically significant(P<0.05).Conclusion CBL combined with multimedia teaching method is a more feasible and effective teaching mode,which is suitable for clinical teaching of ultrasound department.It helps to improve the comprehensive quality of doctors,including theoretical knowledge,practical operation,lifelong learning ability,etc.