CBL联合PBL教学法在心脏病介入诊治医师培训中的应用价值

Application value of CBL combined with PBL teaching method in the training of cardiac interventional diagnosis and treatment physicians

目的探讨案例教学法(CBL)联合以问题为基础的教学法(PBL)在心脏病介入诊治医师培训中的应用价值。方法选取2020年3月至2022年3月西安交通大学第一附属医院介入培训基地的60名进修学员,按照教学方法不同将其分为LBL组和CBL+PBL组,各30名。LBL组采用传统的教学模式,CBL+PBL组采用CBL联合PBL的教学模式。比较两组的教学方法认同率、理论考核成绩、介入操作考核成绩。结果CBL+PBL组对于提高学习兴趣、培养临床思维能力、促进介入操作应用和记忆、提高分析和解决问题的能力、培养团队精神的认同率均显著高于LBL组(P<0.05)。CBL+PBL组的基础知识、问诊与查体、辅助检查分析能力、病例分析能力评分及总分均高于LBL组(P<0.05)。CBL+PBL组的血管穿刺及压迫、DSA机器操作、介入诊疗操作、术后观察及并发症处理评分及总分均高于LBL组(P<0.01)。结论CBL+PBL教学法在心脏病介入培训中能更好地调动学员的主观能动性,进而达到显著的教学效果。

Objective To explore the application value of case-based learning(CBL)combined with problem-based learning(PBL)in the training of cardiac interventional diagnosis and treatment physicians.Methods Sixty trainees from the intervention training base of the First Affiliated Hospital of Xi'an Jiaotong University from March 2020 to March 2022 were selected and divided into LBL group and CBL+PBL group according to different teaching methods,with 30 case in each group.The LBL group adopted the traditional teaching mode,and the CBL+PBL group adopted the teaching mode of CBL combined with PBL.The teaching method recognition rate,theoretical assessment results and interventional operation assessment results were compared between the two groups.Results The recognition rate of the CBL+PBL group in improving learning interest,cultivating clinical thinking ability,promoting the application and memory of interventional operation,improving the ability of analyzing and solving problems,and cultivating team spirit were significantly higher than those of the LBL group(P<0.05).The scores of basic knowledge,consulation and physical examination,auxiliary examination and analysis ability,case analysis ability and total score of the CBL+PBL group were higher than those of the LBL group(P<0.05).The scores of vascular puncture and compression,DSA machine operation,interventional diagnosis and treatment operation,postoperative observation and complication treatment and total score in the CBL+PBL group were higher than those in the LBL group(P<0.01).Conclusion CBL+PBL teaching method can better mobilize the subjective initiative of trainees in cardiac interventional training,so as to achieve significant teaching effect.