CBL教学法在全科医学教学中的运用研究

Research on the Application of CBL Teaching Mode in General Practice Teaching

目的分析案例教学法(case-based learning,CBL)教学法应用于全科医学中的作用。方法从2018年1月—2020年12月时间内普宁市人民医院进行培训的全科医学培训学员中选择80名作为研究对象,根据随机数表法,将培训学员分为不同的组别,即实验组与对照组,每组各40名。对照组接受常规教学法,实验组联合CBL教学法,最终对比教学效果。结果实验组培训学员的临床技能分数为(90.36±2.36)分,对照组培训学员的临床技能分数则为(86.15±2.56)分,实验组培训学员的理论考核分数为(95.67±3.12)分,对照组培训学员的理论考核分数为(89.43±3.45)分,对比发现差异有统计学意义(P<0.05)。此外,实验组培训学员对教师的满意度也显著高于对照组,实验组满意度为97.5%,而对照组满意度作为77.5%,对比发现差异有统计学意义(P<0.05)。结论将案例教学法应用于全科医学教学中,可显著改善培训学员掌握知识的程度,提高培训学员的临床能力,培育培训学员的临床思维以及技能,有助于培训学员未来更好的应对临床工作。

Objective To analyze the role of CBL(case teaching)model in general practice.Methods 80 trainees of general medicine training in Puning People's Hospital from January 2018 to December 2020 were selected as the research objects.According to the method of random number table,the trainees were divided into different groups,namely the experimental group and the control group,with 40 cases in each group.The control group received conventional teaching,and the experimental group was combined with CBL teaching. Finally, the teaching effect was compared. Results The clinical skill score of the trainees in the experimental group was (90.36±2.36) points, the clinical skill score of the trainees in the control group was (86.15±2.56) points, the theoretical examination score of the trainees in the experimental group was (95.67±3.12) points, and the theoretical examination score of the trainees in the control group was (89.43±3.45) points. The difference was statistically significant (P<0.05). In addition, the satisfaction of trainees in the experimental group with teachers was also significantly higher than that in the control group. The satisfaction of the experimental group was 97.5%, while that of the control group was 77.5%. The difference was statistically significant (P<0.05). Conclusion The application of case teaching mode in general practice teaching can significantly improve trainees' mastery of knowledge, improve their clinical ability, cultivate their clinical thinking and skills, and help trainees better cope with clinical work in the future.