辩经式教学法联合案例教学法在西医院校中医学实践的应用

The Application of Debating Classic Teaching Method Combined with CBL Method in the Practice Teaching of Traditional Chinese Medicine in Western Medical University

目的探讨辩经式教学法联合案例教学法(CBL)对西医院校学生中医实践教学质量和学习兴趣的影响,为提升教学质量提供新的教学方法和思路。方法于2021年3月选择西安交通大学2018级临床医学专业学生260名,将其随机分为实验组130名与对照组130名,在中医脏腑辨证实践教学中,实验组采用辩经式教学法联合CBL,对照组采用传统中医实践教学授课法。比较2组学生脏腑辨证理论和病例实践考核的结果,以及对中医脏腑辨证的学习兴趣。结果实验组学生的脏腑辨证理论成绩为(31.29±2.89)分、病例实践成绩为(52.33±5.01)分,均高于对照组,差异有统计学意义(P<0.01)。实验组学生的满意度显著高于对照组,差异有统计学意义(P<0.01)。结论辩经式教学法联合CBL明显提升了中医实践教学质量,调动了学生学习的主动性,增长了学生的中医学知识,这样的方法值得推广和应用。

Objective To explore the influence of debating classic method combined with CBL method on the quality of traditional Chinese medicine practice teaching and learning interest of students in Western medicine university,in order to provide new teaching methods and ideas for improving the teaching quality.Methods In March 2021,two hundred and sixty five-year clinical medical students of Xi’an Jiaotong university were selected and randomly divided into the experimental group and the control group,with 130 students in each group.In the practical teaching of zang-fu syndrome differentiation of traditional Chinese medicine,the experimental group adopted the method of debating classic teaching combined with CBL,while the control group adopted the traditional practical teaching method of traditional Chinese medicine.The results of the theory of visceral syndrome differentiation and case practice assessment were compared between the two groups,as well as the learning interest.Results The scores of zang-fu syndrome differentiation theory and case practice of the experimental group were(31.29±2.89)and(52.33±5.01),which were higher than those of the control group,respectively,and the difference was statistical significant(P<0.01).The satisfaction degree of the experimental group was significantly higher than that of the control group,and the difference was statistical significant(P<0.01).Conclusion The teaching method of debating classic combined with CBL significantly improves the quality of traditional Chinese medicine practice teaching.It mobilizes students’learning initiative and enriches students’knowledge of traditional Chinese medicine.This method is worthy of promotion and application.