PBL联合CBL教学模式在眼科见习中的效果分析

Analysis of the Effectiveness of PBL Combined with CBL Teaching Model in Ophthalmology Education

目的探讨PBL联合CBL教学模式在眼科本科医学教学中的有效性和实用性,以促进眼科医学教学的深入创新与发展。方法对2022年3月20日-2022年4月30日期间在该院眼科见习的86名2018级五年制临床医学专业本科生进行研究,随机分为2组:实验组44人,采用PBL联合CBL教学模式;对照组42人,采用授课为主的LBL教学模式。通过两组学生的调查问卷和考试成绩评价两组教学方法的应用效果。此外,使用调查表对实验组学生进行问卷调查以评价PBL联合CBL教学模式的教学效果。两组间定量资料比较使用独立样本t检验,定性资料比较使用卡方检验,数据均使用SPSS26.0统计学软件进行分析。结果实验组的专业理论知识考试成绩(86.50±4.45 vs 83.88±5.94)分、临床病例分析考试成绩(88.16±4.45 vs 84.74±5.18)分以及对教学效果的评价(21.64±1.67 vs 20.29±1.77)分均高于对照组学生,差异具有统计学意义(P<0.05)。全部见习活动结束后,实验组学生认为PBL联合CBL教学模式极大地激发了学习主动性(97.7%),显著提高了临床思维能力和自学能力(95.5%),促进了同学之间的交流与合作(90.9%)。结论PBL联合CBL教学模式以学生为主体,促进了学生学习的主动性和积极性,培养了学生的自学能力,能有效提升眼科本科医学生见习的教学效果,为提升眼科教学质量提供新的思路。

Objectives This study aims to explore the effectiveness and usefulness of PBL combined with CBL teaching method in undergraduate medical teaching programs of ophthalmology and to promote the in-depth innovation and development of ophthalmology teaching.Methods A total of 86 five-year clinical medicine undergraduate students who interned in the ophthalmology department of the hospital from March 20 to April 30,2022 were randomly divided into two groups.PBL combined with CBL teaching method was applied in the experimental group of 44 students,and the traditional lecture-based learning method was applied in the control group of 42 students.The teaching effects of the two groups were evaluated by questionnaires and test scores.In addition,a questionnaire survey was conducted among the students in the experimental group to evaluate the teaching effect of PBL combined with CBL teaching method.The quantitative data between the two groups were compared using an independent sample t-test.The qualitative data were compared using the chi-square test,and the data were analyzed using SPSS 26.0 statistical software.Results The experimental group's professional theoretical knowledge test scores(86.50±4.45 vs 83.88±5.94),clinical case analysis test scores(88.16±4.45vs 84.74±5.18),and evaluation of teaching effects(21.64±1.67 vs 20.29±1.77)were higher than those of students in the control group.The difference was statistically significant(P<0.05).After all internship activities were completed,students in the experimental group believed that the PBL combined with CBL teaching model greatly stimulated learning initiative(97.7%),significantly improved clinical thinking ability and self-learning ability(95.5%),and promoted communication and cooperation among classmates(90.9%).Conclusions PBL combined with CBL teaching mode takes the student as the main body which promotes students'initiative and enthusiasm in learning,cultivates students'self-learning ability,and can effectively improve the teaching effectiveness in ophthalmology education.This study is expected to provide new ideas for improving the teaching quality of ophthalmology.