CBL联合情景模拟教学法在肾内科见习教学中的应用

Application of CBL combined with situational simulation teaching method in clinical probation of Nephrology

目的探索以案例为基础的学习(case-based learning,CBL)联合情景模拟教学法在肾内科见习中的可行性,并评价其效果。方法选取2023年3—6月在西安交通大学第一附属医院肾内科见习的106名本科临床医学专业医学生为研究对象,随机分为试验组(n=53)和对照组(n=53)。试验组采用CBL联合情景模拟教学法,对照组采用传统讲授及床旁带教的教学方式。课程结束后比较两组学生期末考试成绩,并采用问卷调查形式对教学效果进行评估。结果试验组学生的理论课成绩为(87.8±4.9)分,对照组为(82.9±7.7)分,差异具有统计学意义(P<0.001)。试验组学生更加认同CBL联合情景模拟的教学方法(90.6%vs.67.9%,P<0.05),并且其学习积极性(86.8%vs.58.5%)、自主学习能力(81.1%vs.58.5%)、理论结合临床能力(86.8%vs.66.0%)、临床技能掌握情况(84.9%vs.56.6%)、医患沟通交流能力(90.6%vs.56.6%)方面的满意度高于对照组(P<0.05)。结论与传统教学方法相比,CBL联合情景模拟教学法能提高学生的基本理论掌握、临床技能水平与思维能力,激发学习兴趣,全面提升教学质量,值得推广应用。

Objective To explore the feasibility and effectiveness of case-based learning(CBL)combined with situational simulation teaching method in clinical probation of Nephrology.Methods 106 medical students majoring in Clinical Medicine who practiced in the Department of Ne⁃phrology of the First Affiliated Hospital of Xi’an Jiaotong University from March 2023 to June 2023 were selected.They were randomly divided into the experimental group(n=53)and the control group(n=53).Students in the experimental group were taught by CBL combined with situational simulation teaching method,and students in the control group were taught by traditional teaching method.After the course,the final examination scores of the two groups were compared and the teaching effect was evaluated by questionnaire.Result The theoretical scores in the experimental group(87.8±4.9)were significantly higher than those of the control group(82.9±7.7)(P<0.001).Students of the experimen⁃tal group were more satisfied with the teaching method of CBL combined with situational simulation teaching method(90.6%vs.67.9%,P<0.05),and their learning interest(86.8%vs.58.5%),self�learning ability(81.1%vs.58.5%),combination of clinical and theoretical ability(86.8%vs.66.0%),clinical practical skills(84.9%vs.56.6%),and doctor-patient communication ability(90.6%vs.56.6%)were significantly better than those of the control group,with a statistically significant differ⁃ence(P<0.05).Conclusion Compared with traditional teaching methods,CBL combined situational simulation teaching method can improve students’basic theoretical knowledge,clinical practical skills and logical thinking ability,stimulate learning interest,comprehensively improve teaching quality,and is worth promoting and applying.