摘要
目的分析泌尿外科教学中干预以案例为基础教学(CBL)+角色转换(RC)教学效果,以及对学生成绩、自我评价的影响。方法选取2021年3月—2022年3月泌尿外科40名实习学生,抽签分为两组,每组各20名。对照组行传统教学,观察组行CBL+RC教学。比对成绩、自我评价等。结果观察组学生成绩评分高、自我评价分值、满意度评分均高于对照组,差异有统计学意义(P<0.05)。结论CBL+RC教学的运用,更加符合医学教育要求,具备教学价值,且效果确切,值得推广。
Objective To analyze intervention effect of case based teaching(CBL)+role conversion(RC)in urology teaching,and effect on academic performance and self-evaluation of students.Methods The paper chose 40 interns in urology department from March 2021 to March 2022,and divided them into two groups by drawing lots,20 cases in each group.Control group was treated with traditional teaching,while observation group with CBL+RC teaching.Grades,self-evaluation,etc were compared.Results Observation group had higher grades,self-evaluation scores,and satisfaction degree than control group,with significant difference(P<0.05).Conclusion CBL+RC teaching can meet requirements of medical education better,with teaching value and accurate results,which is worth promoting.
作者
周立波
孟璇
ZHOU Libo;MENG Xuan(Department of Urology,Nanchang University the First Affiliated Hospital,Nanchang,Jiangxi 330006;Department of Pathology,Nanchang University the First Affiliated Hospital,Nanchang,Jiangxi 330006)
出处
《智慧健康》
2023年第27期219-222,共4页
Smart Healthcare
