PBL结合CBL教学法在骨科临床教学中的应用

Application of PBL Combined With CBL in Clinical Teaching of Orthopedics

目的探讨以问题为基础的教学法(problem-based learning,PBL)结合以案例为基础的教学法(case-based learning,CBL)在骨科临床教学中的应用效果。方法选取2020年3月—2022年3月于赣南医学院附属兴国医院骨科实习的医学生98名作为研究对象,按随机数字表法分为对照组、观察组,各49名。对照组采取常规教学,观察组采用PBL教学法结合CBL教学法,教学至实习结束。比较两组综合考核成绩、批判性思维能力和教学满意度。结果观察组理论考试[(88.98±3.62)分]、病史询问[(89.95±3.11)分]、体格检查[(85.57±3.27)分]、疾病诊断[(86.69±3.21)分]、病情分析[(86.72±3.24)分]、临床技能操作[(85.58±3.25)分]得分均高于对照组(P<0.05)。实习前,两组中文版批判性思维能力测量表(Chinese version of California critical thinking disposition inventory,CTDI-CV)评分比较,差异无统计学意义(P>0.05);实习后,观察组CTDI-CV中分析能力[(35.48±3.14)分]、寻找真相[(35.11±3.15)分]、系统化能力[(34.16±3.35)分]、开放思想[(35.89±3.12)分]、求知欲[(36.69±3.22)分]、自信心[(35.96±3.47)分]、认知成熟度[(39.96±4.05)分]评分均高于对照组,差异有统计学意义(P<0.05)。观察组教学满意度中教学方法[(3.87±0.46)分]、学习能力[(3.64±0.35)分]、教学态度[(3.68±0.37)分]、提高团队协作能力[(3.65±0.36)分]、师生互动[(3.64±0.41)分]评分均高于对照组,差异有统计学意义(P<0.05)。结论骨科临床教学中采取PBL教学法结合CBL教学法,可提高学生综合考核成绩和批判性思维能力,提高教学满意度。

Objective To explore the application effect of problem-based learning(PBL)combined with case-based learning(CBL)in orthopedic clinical teaching.Methods A total of 98 medical students who practiced in the department of orthopaedics,Xingguo Hospital Affiliated to Gannan Medical College from March 2020 to March 2022 were selected as the research objects.They were divided into the control group and the observation group according to the random number table method,49 students in each group.The control group adopted routine teaching,and the observation group adopted PBL teaching method combined with CBL teaching method until the end of practice.The comprehensive examination results,critical thinking ability and teaching satisfaction of the two groups were compared.Results The scores of theoretical examination[(88.98±3.62)points],medical history inquiry[(89.95±3.11)points],physical examination[(85.57±3.27)points],disease diagnosis[(86.69±3.21)points],condition analysis[(86.72±3.24)points]and clinical skill operation[(85.58±3.25)points]in the observation group were higher than those in the control group(P<0.05).The scores of analytical ability[(35.48±3.14)points],truth seeking ability[(35.11±3.15)points],systematic ability[(34.16±3.35)points],open mind[(35.89±3.12)points],thirst for knowledge[(36.69±3.22)points],confidence[(35.96±3.47)points]and cognitive maturity[(39.96±4.05)points]in the Chinese version of the critical thinking ability measurement table(CTDI-CV)of the observation group after practice were higher than those in the control group(P<0.05).The scores of teaching methods[(3.87±0.46)points],learning ability[(3.64±0.35)points],teaching attitude[(3.68±0.37)points],improving teamwork ability[(3.65±0.36)points]and teacher-student interaction[(3.64±0.41)points]in the observation group were higher than those in the control group(P<0.05).Conclusion PBL teaching method combined with CBL teaching method in orthopedic clinical teaching can improve students'comprehensive examination results and critical thinking ability,and promote the improvement of teaching satisfaction.