基于艾宾浩斯遗忘曲线规律联合CBL教学模式在八年制本科生血液内科实习教学中的应用

Application of CBL Combined with Blended Learning Method Based on Ebbinghaus Forgetting Curve Theory in Hematology Internship Teaching for Eight-Year Undergraduate Students

目的探讨在器官系统整合课程背景下,基于艾宾浩斯遗忘曲线规律联合以案例为基础的教学法(Case-based learning,CBL)的混合教学法在临床八年制本科生血液内科实习教学中的应用效果。方法选取2023年3月1日-10月31日进入北京大学某医院血液内科实习的临床八年制本科生共38人,随机分为实验组和对照组,每组19人。所有学生进行相同内容的学习,实验组采用结合遗忘曲线规律和CBL的混合教学法,对照组采用传统教学法。课后实验组学生根据艾宾浩斯遗忘曲线规律在特定时间点,由教师通过线上应用统一进行复习及答疑。对照组学生自行复习,在实习中带教教师随时答疑。两组学生实习结束后安排统一出科考试,比较两组学生理论考试成绩,并通过问卷星平台制作调查问卷,调查两组学生对当前教学模式的评价。结果实验组理论考试成绩中位数为100.00(94.50,100.00)分,对照组理论考试成绩中位数94.50(89.50,97.50)分,经独立样本非参数检验,实验组成绩明显高于对照组,差异有统计学意义(P<0.05)。教学反馈上,实验组学生评价该教学模式在激发学习兴趣、提高学习主动性、培养开拓性思维及创新能力、提高基础理论掌握情况及提高临床思维能力的主观量化评分明显高于对照组(P<0.05)。结论在器官系统整合课程背景下,基于艾宾浩斯遗忘曲线规律联合CBL的混合教学模式在八年制本科生血液内科临床实习教学中具备比较好的可操作性,有助于提高学生对血液病学基础和临床理论的掌握水平,提高教学效果。

Objectives This study aims to explore the application effect of the hybrid teaching method based on the Ebbinghaus forgetting curve law combined with case-based learning(CBL)in the internship teaching of hematology for eight-year clinical undergraduate students in the context of the organ system integration course.Methods A total of 38 eight-year clinical undergraduate students who entered the hematology department of a hospital of Peking University from March 1 to October 31,2023 were selected and randomly divided into an experimental group and a control group,with 19 people in each group.All students learned the same content.The experimental group used a hybrid teaching method that combines the Ebbinghaus forgetting curve law and CBL,while the control group used traditional teaching methods.After class,students in the experimental group were subjected to review sessions and question answering by the teacher via an online application at specific time points,in accordance with the Ebbinghaus forgetting curve theory.In contrast,students in the control group conducted their reviews independently,with teachers available to answer questions throughout the internship period.Following the internship,both groups of students underwent a unified rotation examination to compare their theoretical test scores.Additionally,a questionnaire was administered via an online platform to gather feedback on the current teaching model from both student groups.Results The median score on the theoretical examination for the experimental group was 100.00(94.50,100.00),while that of the control group was 94.50(89.50,97.50).Independent sample non-parametric testing revealed that the results of the experimental group were significantly higher than those of the control group,with a statistically significant difference(P<0.05).In terms of teaching feedback,students in the experimental group rated the teaching model significantly higher than those in the control group in subjective quantitative scores for stimulating learning interest,improving learning initiative,cultivating pioneering thinking and innovative abilities,enhancing mastery of basic theories,and refining clinical thinking ability(P<0.05).Conclusions The application of CBL combined with blended learning method based on Ebbinghaus forgetting curve theory shows promising feasibility in the clinical internship training of medical students.This approach contributes to enhancing the proficiency in both basic and clinical theoretical knowledge of hematology among eight-year undergraduate students in a clinical setting,ultimately leading to improved teaching outcomes.