特殊情况下LBL-CBL-PBL三轨教学模式在整形美容进修医师面部解剖教学中的应用

Application of LBL-CBL-PBL Three-track Teaching Method in Facial Anatomy Teaching of Refresher Plastic Doctors under Special Situation

目的:探讨特殊情况下LBL-CBL-PBL三轨教学模式在整形美容进修医师面部解剖教学中的应用效果。方法:回顾性纳入2018年12月-2021年11月在北京大学第三医院成形外科三批次34名进修医师作为研究对象,分为A组LBL教学及尸头实操解剖组、B组传统LBL教学组及C组LBL-CBL-PBL三轨教学组。课程开始前和后进行两次理论考试,课程结束后进行教学质量问卷评分调查,对各组得分进行对比分析。结果:三组第一次考试成绩基本一致,第二次考试成绩和第一次对比均有显著性提高(P<0.05);A组和C组在第二次考试成绩及教学质量问卷评分对比上差异无统计学意义(P>0.05),但均高于B组且差异有统计学意义(P<0.05)。结论:LBL-CBL-PBL三轨教学模式应用于整形美容进修医师面部解剖教学较传统LBL教学模式相比具有良好教学效果,在特殊情况下能够达到平时LBL教学结合尸头实操解剖的教学水平。

Objective To explore the LBL-CBL-PCL three-track teaching method in the teaching of facial anatomy for refresher plastic doctors under special situation.Methods A total of 34 practicing physicians in the Department of plastic surgery of peking university third hospital from December 2018 to November 2021 were retrospectively included as the study objects.They were divided into group A(LBL teaching and autopsy group),group B(traditional LBL teaching group)and group C(LBL-CBL-PBL three-track teaching group).Two theoretical tests were conducted before and after the course,at the end of the course,the teaching quality questionnaire was conducted,and the scores of each group were compared and analyzed.Results The first test scores of the three groups were basically the same,and the second test scores were significantly improved(P<0.05).There was no statistically significant difference between group A and group C in the second test scores and teaching quality questionnaire scores(P>0.05),but there were statistically significant differences between group B and group A(P<0.05).Conclusion Compared with the traditional LBL teaching method,the LBL-CBL-PBL three-track teaching method has a good teaching effect under special circumstances in the teaching of facial anatomy for refresher plastic doctors,and can achieve the teaching level of LBL teaching combined with cadaver head anatomy compared with that in normal situation.