LBL+PBL+CBL“三轨教学模式”在急诊医学教学中的应用

Effects of three-track teaching model of LBL,CBL and PBL on emergency medicine teaching

目的:评价LBL+PBL+CBL“三轨教学模式”在《急诊医学》教学中的效果。方法:将某卫生职业学院专科临床医学专业1903、1904、1905班随机分成3组,即LBL教学组、LBL+PBL教学组和LBL+PBL+CBL教学组,通过理论考核、问卷调查的方式评价教学效果。结果:理论考核的结果显示:三组之间差异具有统计学意义(P<0.05),通过SNK-q检验,LBL组、LBL+PBL组、LBL+PBL+CBL组的均值分别为72.3491 vs 77.6373 vs 84.5200,差异具有统计学意义(P<0.05)。问卷调查结果显示:LBL+PBL+CBL教学组与其他两组相比,在提高学生学习兴趣,促进理论知识掌握,培养沟通和交流能力、提高自学能力及提高分析和解决问题能力方面,差异具有统计学意义(P<0.05)。结论:LBL+PBL+CBL“三轨教学模式”的应用在急诊医学的教学中能够使学生学习兴趣得到明显的提高,理论知识掌握率大大增加,并且在培养学生沟通和交流能力、提高自学能力及提高分析和解决问题能力方面具有明显的优势。

Objective:To evaluate the effects of Three-track method combing LBL,CBL and PBL on Emergency Medicine teaching.Methods:Class 1903,1904,1905 of Western Anhui Health Vocational College were randomly divided into three groups,including LBL,LBL+PBL,and LBL+PBL+CBL teaching groups.Teaching effects were evaluated through theoretical evaluation and questionnaire survey.Results:The results of the theoretical examination showed that the differences among the three groups were statistically significant(P<0.05).Through the SNK-q test,the mean values of the LBL group,LBL+PBL group,and LBL+PBL+CBL group were 72.3491 vs 77.6373 vs 84.5200,respectively,which are statistically significant.The results of the questionnaire survey showed that,compared with the other two groups,especially with LBL group,LBL+PBL+CBL teaching group had obvious advantages in improving students'interest in learning,promoting theoretical knowledge,cultivating communication skills,improving abilities in self-learning,analysis and problem-solving.(P<0.05).Conclusion:Three-track teaching method of LBL,CBL and PBL can significantly improve students'interest in learning,the mastery of theoretical knowledge,and has obvious advantages in cultivating communication skills,improving their abilities in self-learning,analysis and problem-solving.