过程性评价联合CBL教学法在妇产科临床教学中的价值分析

Analysis of the value of process evaluation combined with CBL teaching method in the clinical teaching of obstetrics and gynecology

目的探讨过程性评价联合以案例为导向的教学法(CBL)教学法在妇产科临床教学中的价值。方法选择2021年7月—2021年11月本院妇产科接收的52名2019级大专三年制临床医学专业实习学生作为研究对象,按照随机数表法分为常规组和观察组两组,每组各26名。常规组参照临床教学教程实施CBL教学,观察组实施过程性评价联合CBL教学法,均5个月。比较两组出科考核成绩、教学前后的工作能力、对教学方法的认可度。结果观察组出科理论考核和技能操作成绩均高于常规组(P<0.05);教学后两组发现问题能力、临床操作能力、独立思考能力、人际关系能力、分析能力、专业发展能力、认知成熟度得分及工作能力总分均较教学前升高(P<0.05),且教学后观察组上述工作能力评分及总分均高于常规组(P<0.05);观察组对教学方法激发学习兴趣、增加综合分析能力、提高临床适应能力、提高自主学习能力、提高批判性思维、增加听课目的性、促进师生沟通的认可度评分均高于常规组(P<0.05)。结论在妇产科临床教学中应用过程性评价联合CBL教学法不仅可提高学生考核成绩,还可增强其工作能力,得到其认可。

Objective To explore the value of process evaluation combined with case based learning(CBL)teaching method in clinical teaching of obstetrics and gynecology.Methods From July 2021 to November 2021,52 interns of junior college of three-year clinical medical specialty of grade 2019 were enrolled as study objects,and they were randomly divided into routine group(26,applied CBL teaching with reference to clinical teaching courses)and observation group(26,CBL teaching combined with process evaluation)according to random number table method.The teaching of both two groups were lasted for 5 months.The graduation examination results,working ability before and after teaching,and the recognition of teaching methods were compared between the two groups.Results The scores of theory examination and skill operation in the observation group were higher than those in the routine group(P<0.05).After teaching,the problem finding ability,clinical operation ability,independent thinking ability,interpersonal relationship ability,analysis ability,professional development ability,cognitive maturity score and total score of working ability in the two groups were higher than those before teaching(P<0.05),and the above working ability evaluation and total score in the observation group after teaching were higher than those in the routine group(P<0.05).The scores of the recognition degree on the teaching methods stimulating learning interest,increasing comprehensive analysis ability,improving clinical adaptability,improving autonomous learning ability,improving critical thinking,increasing the purpose of listening to classes and promoting communication between teachers and students,in the observation group were higher than those in the conventional group(P<0.05).Conclusions The application of process evaluation combined with CBL teaching method in clinical teaching of obstetrics and gynecology can not only improve examination results of students,but also enhance their working ability and get their recognition.