无创血流动力学监测联合CBL教学法在心力衰竭临床教学中的应用

Application of Non-invasive Hemodynamics Monitoring Combined with CBL in Clinical Teaching of Heart Failure

目的 探讨无创血流动力学监测联合CBL教学法在心力衰竭临床教学中的应用价值,为心内科教学的难点提供参考依据。方法 选择2021年6月1日-2021年12月31日在某院心脏内科重症监护室实习的长学制五年级25名医学生为实验组,采用无创血流动力学监测联合CBL教学法。选取2021年1月1日-2021年5月31日实习的25名医学生为对照组,采用传统CBL教学。比较2组学生的理论考核、教学效果及教学满意度。结果 实验组成绩心衰基础知识(28.36±2.18)分、辅助检查解读(27.84±2.46)分、病例分析(36.76±2.09)分、理论考核总分(92.88±6.27)分,均高于对照组的(26.28±2.97)分、(26.36±2.53)分、(35.00±1.19)分和(87.64±5.79)分,P<0.05,差异有统计学意义。实验组学习兴趣为(8.32±1.46)分、独立思考能力(8.08±1.41)分、临床解决问题能力(8.36±1.50)分、师生沟通(8.76±1.59)分及教学效果总分(33.52±5.71)分,教学满意度(9.28±1.06)分,均显著高于对照组。结论 无创血流动力学监测联合CBL教学法在心衰临床实习教学中可提高长学制医学生理论考核成绩,尤以病例分析及理论考核总分为著,显著提升长学制医学生临床解决问题能力,进而提高了教学效果和教学满意度。

Objectives To explore the value of non-invasive hemodynamics monitoring combined with CBL in clinical teaching of heart failure, and provide reference for the teaching of difficult points in the department of cardiology. Methods The experimental group consisted of 25 medical students in the fifth grade from June 1st to December 31st, who were interning in the intensive-care unit of cardiology in 2021. The non-invasive hemodynamics monitoring combined with CBL teaching method was used. The control group consisted of 25 medical students who had finished their practice of heart failure from January. 1st to May 31st. The traditional CBL teaching method was used. The theoretical examination, teaching effect and teaching satisfaction of the two groups were compared. Results Basic knowledge of heart failure, interpretation of assistant examination, case analysis(36.76±2.09 vs 35.00±1.19;P=0.001) and total scores of theoretical examinations(92.88±6.27 vs 87.64±5.79;P=0.004) in the experimental group were significantly higher than those in the control group(P<0.05). The experimental group was significantly higher than the control group in learning interest, independent thinking ability,clinical problem-solving ability(8.36±1.50 vs 6.64±1.41;P=0.000), communication between teachers and students, total scores of teaching effect(33.52±5.71 vs 28.48±5.11;P=0.002) and teaching satisfaction(P<0.05). Conclusions Non-invasive hemodynamics monitoring combined with CBL teaching method in clinical practice teaching of heart failure could improve the theoretical examination results, especially the case analysis and total scores of theoretical examinations, and significantly improve the clinical problem-solving ability, and then improve the teaching effect and satisfaction of long schooling medical students.