PAD联合CBL教学法在神经病学教学中的应用

Application of PAD Combined with CBL Teaching Method in Neurology Teaching

目的 通过将对分课堂联合案例式教学应用在神经病学教学中,以期达到提高教学质量的目的。方法 将2021年9月1日-2022年1月22日在某院实习的60名学生按自然班级分为对照组30人、观察组30人。对照组采用传统教学模式,观察组采用对分课堂联合案例式教学模式。比较2组学生的期中、期末考核成绩,比较两种教学模式的效果。结果 观察组学生期末考核成绩(88.77±3.12)分优于对照组(83.57±3.51)分、其综合成绩(89.79±3.84)分优于对照组(86.36±2.42)分,同时观察组教学模式调查结果认为提高学习兴趣占比76.67%,能够培养临床思维能力占比83.33%,能够培养解决问题的能力占比70.00%,提高学习自主学习能力占比63.33%高于对照组(30%、40%、43.33%、33.33%),差异具有统计学意义,P<0.05。结论 PAD联合CBL教学法运用在神经病学的教学中成效显著,可以充分培养学生的自主思考能力、激发学习兴趣,进而提高临床综合能力。

Objectives By applying the PAD combined with CBL teaching method in the neurology teaching,we hope to improve the teaching quality.Methods Sixty students who practiced in a college from September 1st,2021 to January 22th,2022 were divided into control group(30 students)and observation group(30 students)according to their natural science classes.The control group adopted the traditional teaching mode,and the observation group adopted the joint case teaching mode.The results of mid-term and final examination of the two groups of students were compared,and the effects of the two teaching modes were compared.Results The final examination score of the observation group was(88.77±3.12)better than that of the control group(83.57±3.51),and the comprehensive score of the observation group was(89.79±3.84)better than that of the control group(86.36±2.42).Meanwhile,the investigation result of the teaching mode of the observation group believed that the interest in learning accounted for 76.67%.83.33%could cultivate clinical thinking ability,70.00%could cultivate problem-solving ability,63.33%could improve self-learning ability was higher than the control group(30%,40%,43.33%,33.33%),the difference was statistically significant(P<0.05).Conclusions PAD combined with CBL teaching method was effective in the teaching of neurology,which could fully cultivate students'independent thinking ability,stimulate learning interest,and then improve clinical comprehensive ability.