以社区教学门诊为依托的CBL教学模式在《全科医学概论》见习教学中的应用

Application of CBL teaching mode based on community teaching outpatient clinics in clinical probation teaching of Introduction to General Practice

目的探讨以社区教学门诊为依托的CBL教学模式在《全科医学概论》见习教学中的应用效果。方法选择2021年3月至2022年5月在江阴市人民医院见习的2017、2018级南通大学临床医学专业本科生共76名为研究对象,其中2017级为对照组共37名,进行常规社区实践教学;2018级为实验组共39名,参加CBL教学,每周一次。实验组进一步分为常规CBL组20名及教学门诊CBL组19名,分别进行教学。培训后对所有学生进行理论考试,并进行教学效果满意度调查。结果教学门诊CBL组培训后理论考试成绩比对照组与常规CBL组更高(t分别=4.84、2.68,P均<0.05),培训后教学门诊CBL组比常规CBL组在常见慢病管理、社区急症处理、重点人群医疗服务方面得分更高(t分别=4.18、3.58、3.36,P均<0.05)。满意度调查中教学门诊CBL组与对照组相比,在课程量与难度、临床思维训练、职业信心树立、人文关怀培养方面评分更高(t分别=2.50、10.81、10.67,10.87,P均<0.05);与常规CBL组相比,在临床思维训练、职业信心树立、人文关怀培养方面评分更高(t分别=2.55、4.20、5.82,P均<0.05)。结论以社区教学门诊为依托的CBL教学有助于提高理论学习成绩。学生对该模式具有良好的认可度,主要体现在训练临床思维能力、培养人文关怀方面。

Objective To explore the application effect of CBL teaching model based on community teaching clinic in clinical probation teaching of Introduction to General Practice.Methods A total of 76 undergraduates majoring in clinical medicine from Nantong University in grade 2017 and 2018 from March 2021 to May 2022 were selected,of which 37 students of grade 2017 were in the control group and conducted routine community practice teaching,39 students of grade 2018 in the experimental group participated in CBL teaching once a week.The experimental group was further divided into 20 students in the conventional CBL group and 19 students in the CBL group based on the community teaching clinic,respectively.A theoretical examination was conducted for all students before and after the training,and an online questionnaire survey on teaching effect satisfaction was conducted after the training.Results The CBL group based on community teaching clinics had higher theoretical test scores than those of the control group and the conventional CBL group(t=4.84,2.68,P<0.05).The CBL group based on community teaching clinics scored higher than the conventional CBL group in the management of common chronic diseases,community emergency treatment,and medical services for key populations(t=4.18,3.58,3.36,P<0.05).Compared with the control group,the CBL group based on community teaching clinics in the satisfaction survey scored higher in terms of course volume and difficulty,clinical thinking training,career confidence building,and humanistic care cultivation(t=2.50,10.81,10.67,10.87,P<0.05).Compared with the conventional CBL group,the scores in clinical thinking training,career confidence building,and humanistic care training were higher(t=2.55,4.20,5.82,P<0.05).Conclusion CBL teaching based on community teaching clinic helps to improve theoretical learning performance.Students have a good recognition of this model,which is mainly reflected in training clinical thinking ability,and cultivating humanistic care.