案例教学法联合基于问题教学法在慢性阻塞性肺疾病临床教学实践中的应用效果

Application effect of case-based learning combined with problem-based learning in clinical practice teaching of chronic obstructive pulmonary disease

目的探索案例教学法(CBL)联合基于问题教学法(PBL)在慢性阻塞性肺疾病(COPD)临床教学实践中的应用效果。方法选取2022年9月至2023年6月解放军医学院选修呼吸与危重症医学课程的80名研究生为研究对象,根据随机数字表法分为CBL-PBL组和传统教学组,每组各40名。比较两组授课前后的测验结果,包括基础理论、病例分析、操作技能;并比较两组课后的自我认知感受和满意度调查、课程改善意见问卷结果。结果课前测验中,CBL-PBL组操作技能得分高于传统教学组,基础理论得分低于传统教学组,差异有统计学意义(P<0.05)。课后测验中,CBL-PBL组在病例分析、操作技能及总分高于传统教学组,差异有统计学意义(P<0.05)。两组在课后测验中各项评分均高于本组课前,差异有统计学意义(P<0.05)。CBL-PBL组的学习兴趣、理解能力、师生互动、沟通能力、临床思维能力、自主学习能力、团队合作能力、知识吸收能力、教学满意度分数均高于传统教学组,节省空闲时间分数低于传统教学组,差异有统计学意义(P<0.05)。两组的课程改善意见问卷比较,差异无统计学意义(P>0.05)。结论CBL联合PBL教学方法可充分调动学生积极性,提升COPD临床教学效果,并且提高自我认知感受及满意度。

Objective To explore the application effect of case-based learning(CBL)combined with problem-based learn-ing(PBL)in clinical practice teaching of chronic obstructive pulmonary disease(COPD).Methods A total of 80 graduate students who took respiratory and critical care medicine courses in PLA Medical College from September 2022 to June 2023 were included as study subjects,and they were divided into CBL-PBL group and traditional teaching group by random number table method,with 40 students in each group.The test results of the two groups before and after class were compared,in-cluding basic theory,case analysis and operation skills.The results of self-cognition,satisfaction survey and curriculum im-provement opinion questionnaire were compared between the two groups after class.Results In the pre-class test,the oper-ation skill score of the CPL-PBL group was higher than that of the traditional teaching group,and the basic theory score was lower than that of the traditional teaching group,and the differences were statistically significant(P<0.05).In the post-class test,the case analysis,operation skills and total score of the CBL-PBL group were higher than those of the traditional teach-ing group(P<0.05),and the differences were statistically significant.The scores of each test in the two groups after class were higher than those before class,and the differences were statistically significant(P<0.05).The scores of learning inter-est,understanding ability,teacher-student interaction,communication ability,clinical thinking ability,independent learning ability,team cooperation ability,knowledge absorption ability and teaching satisfaction of the CBL-PBL group were higher than those of the traditional teaching group,while the score of saving of free time was lower than that of the traditional teach-ing group,and the differences were statistically significant(P<0.05).There was no significant difference in the curriculum im-provement questionnaire between the two groups(P>0.05).Conclusion CBL combined with PBL can fully mobilize the en-thusiasm of students,improve the clinical teaching effects of COPD,and improve self-cognition and satisfaction.