互联网+PBL+CBL教学法在医学专业型研究生临床检验诊断学中的应用

Application of Internet+PBL+CBL Teaching Method in Clinical Laboratory Diagnosis Course for Medical Master's Students

目的:研究互联网+PBL+CBL教学法在医学专业型硕士研究生临床检验诊断学课程改革中的应用。方法:选择2020级昆明医科大学第二附属医院医学专业型研究生80人为研究对象,在前4次课程中采用传统的LBL教学法,作为对照组;在后6次课程中采用互联网+PBL+CBL教学法,作为试验组。结果:对照组和试验组的单选题考核成绩的平均分分别为(36.69±8.11)分、(37.69±7.25)分,其差异不具有统计学意义(P>0.05)。对照组和试验组的病例分析题考核成绩的平均分分别为(33.55±5.63)分、(39.44±5.34)分,其差异具有统计学意义(P<0.05)。试验组在课堂内容、课堂氛围、学习能力培养、课外学习时间和途径以及课程满意度方面的评分均高于对照组,差异具有统计学意义(P<0.05)。结论:互联网+PBL+CBL教学法对于培养医学专业型硕士研究生在临床检验诊断学课程中的临床思维有一定的帮助,值得进一步在其他课程中推广。

Objective:To explore the application of the Internet+PBL+CBL teaching method in the reform of the Clinical Laboratory Diagnosis course for medical master's students.Methods:Selecting 80 medical master's students from the affiliated Second Hospital of Kunming Medical University in 2020 as the research subjects,the traditional LBL teaching method was used in the first 4 sessions,and the Internet+PBL+CBL teaching method was used in the later 6 sessions.Results:The average scores of multiple⁃choice questions in the control group and the experimental group were(36.69±8.11)and(37.69±7.25),respectively,with no statistically significant difference(t=-1.321,P>0.05).The average scores of case analysis questions in the control group and the experimental group were(33.55±5.63)and(39.44±5.34),respectively,with a statistically significant difference(t=-8.594,P<0.05).The experimental group scored higher than the control group in terms of course content,classroom atmosphere,learning ability cultivation,extracurricular learning time and methods,and course satisfaction,with statistically significant differences.Conclusion:The Internet+PBL+CBL teaching method has a certain help in cultivating the clinical thinking of medical master's students in the“Clinical Laboratory Diagnosis”course and is worthy of further promotion in other courses.