信息化环境下CBL联合情景模拟教学法在儿科见习教学中的应用效果

Application effect of CBL combined with scenario simulation teaching method in pediatric probation teaching under the information environment

目的探讨信息化环境下以案例为基础的教学模式(CBL)联合情景模拟教学法在儿科见习教学中的应用效果。方法将2019—2021年度在汉中市中心医院儿科见习的266名西安医学院本科班学生纳入研究。遵循自愿原则,将自愿配合传统的床旁带教教学模式的157名见习学生作为参照组,将自愿运用信息化技术、配合CBL联合情景模拟教学法的109名见习学生作为研究组。比较两组见习前、后的理论知识得分。比较两组见习后的临床操作测试、临床思维测试得分以及教学满意度。结果见习后,研究组的理论知识得分显著高于见习前和参照组(P<0.05)。研究组见习后的临床操作测试、临床思维测试得分均高于参照组,差异具有统计学意义(P<0.05)。研究组对教学模式、教学过程、教学效果、学习氛围、师生交流、学习积极性、自主学习能力、理论结合临床能力、临床技能掌握情况、沟通交流能力的满意度及总体满意度高于参考组,差异具有统计学意义(P<0.05)。结论相较于传统的床旁带教教学模式,运用信息化技术、采取CBL联合情景模拟教学法可以有效提升学生的理论知识水平,促使其更好地掌握临床实践技能,锻炼其临床思维能力,提升教学效果。

Objective To explore the application effect of case-based learning(CBL)combined with scenario simulation teaching method in pediatric probation teaching under the information environment.Methods A total of 266 undergraduate students of Xi'an Medical University who practiced in pediatrics of Hanzhong Central Hospital from 2019 to 2021 were included in the study.Following the principle of voluntariness,157 trainees who voluntarily cooperated with the traditional bedside teaching mode were taken as reference group,and 109 trainees who voluntarily used information technology and cooperated with CBL combined with scenario simulation teaching method were taken as study group.The theoretical knowledge score of the two groups before and after probation was compared.The scores of clinical operation test,clinical thinking test and teaching satisfaction after probation were compared between the two groups.Results After probation,the theoretical knowledge score of the study group was significantly higher than that before probation and of the reference group(P<0.05).After probation,the scores of clinical operation test and clinical thinking test in the study group were higher than those in the reference group,and the differences were statistically significant(P<0.05).The satisfaction on teaching mode,teaching process,teaching effect,learning atmosphere,teacher-student communication,learning enthusiasm,autonomous learning ability,theory combined with clinical ability,clinical skills mastery and communication ability and overall satisfaction of the study group were higher than those of the reference group,and the differences were statistically significant(P<0.05).Conclusion Compared with the traditional bedside teaching mode,CBL combined with scenario simulation teaching method based on information technology can effectively improve students'theoretical knowledge level,promote them to better master clinical practice skills,exercise their clinical thinking ability and improve teaching effect.