CBL联合SP教学模式在中医泌尿男科教学中的应用研究

Research on the application of CBL combined with SP teaching model in Traditional Chinese Medicine Urology and Andrology teaching

目的评估以案例为基础的学习(CBL)与标准化病人(SP)相结合的教学策略在中医泌尿男科住院医师规范化培训中的有效性。方法采用龙华医院外一科(泌尿男科)的72名住培医师作为样本,以前列腺增生、泌尿系统结石和前列腺炎作为教学案例。根据培训月份将医师随机分配到CBL+SP组和以授课为基础的教学模式(LBL)组,每组36人。教学成效通过中医临床迷你评估训练(Mini-CEX)评分、直接观察临床操作技能评估(DOPS)评分、科室考试成绩及对教学模式的满意度调查进行评估。结果CBL+SP组在Mini-CEX评分、DOPS评分和出科考试成绩方面均显著优于LBL组(P<0.05)。此外,CBL+SP教学模式在提高学习积极性、独立思考能力、加深对知识点的理解和记忆及创新能力方面的评价也显著高于LBL方法(P<0.05)。结论CBL+SP教学模式能有效提升中医泌尿男科住培医师的教学质量,推荐在相关领域中广泛应用。

Objective To explore the application of a teaching model combining case-based learning(CBL)with standardized patients(SP)in the standardized residency training for TCM urology.Methods 72 resident doctors from the urology department at Longhua Hospital affiliated with Shanghai University of Traditional Chinese Medicine,undergoing a rotation in standardized training,were selected.Teaching contents included benign prostatic hyperplasia,urinary system stones,and prostatitis.The residents were randomly divided by training month into a CBL+SP teaching group and a lecture-based learning(LBL)group,with 36 residents in each group.The teaching effects were evaluated using the overall score of the Chinese Medicine Mini-CEX,DOPS scores,end-ofrotation exam results,and feedback forms regarding the acceptance of the teaching model.Results The CBL+SP group showed significantly higher Mini-CEX scores,DOPS scores,and end-of-rotation exam results compared to the LBL group(all P<0.05).Feedback on the teaching model indicated that the CBL+SP method significantly outperformed traditional LBL in enhancing learning initiative,fostering independent thinking,strengthening the understanding and retention of previous knowledge points,and improving innovation abilities(all P<0.05).Conclusion The CBL+SP teaching model effectively enhances the level of education in TCM urology residency training and is worthy of wider application.