PBL+CBL教学法在儿科临床教学中的应用价值分析

Application Value Analysis of PBL+CBL Teaching Method in Pediatric Clinical Teaching

目的探讨基于问题的教学方式(project-based learning,PBL)与案例教学法(case-based learning,CBL)在儿科临床教学中的应用价值。方法选取2021年1月—2022年12月湖北科技学院附属第一医院的儿科学生80名,根据随机数字表法分为两组,每组40名。联合教学组采取PBL+CBL教学法。普通教学组采取常规法教学。比较两组满意度、综合能力评分、临床胜任能力评分。结果联合教学组学生满意度为100.00%(40/40),高于普通教学组的80.00%(32/40),差异有统计学意义(χ2=6.806,P<0.05)。联合教学组学生综合能力评分、临床胜任能力评分高于普通教学组,差异有统计学意义(P均<0.05)。结论儿科学生实施PBL+CBL教学法带教效果确切,可提高儿科学生的综合能力和临床胜任能力评分,并提高其对带教方法的认可。

Objective To explore the application value of project-based learning(PBL)and case-based learning(CBL)teaching method in pediatric clinical teaching.Methods Eighty pediatric students from First Affiliated Hospital of Hubei Institute of Technology were selected from January 2021 to December 2022 and divided into two groups of 40 students each according to the random number table method.The joint teaching group adopted PBL+CBL teaching method.The general teaching group adopted the conventional method of teaching.Satisfaction,comprehensive ability score,and clinical competence score were compared between the two groups.Results Student satisfaction in the joint teaching group was 100.00%(40/40),which was higher than 80.00%(32/40)in the general teaching group,and the difference was statistically significant(χ2=6.806,P<0.05).The comprehensive ability score and clinical competence score of students in the joint teaching group were higher than those in the general teaching group,and the difference was statistically significant(all P<0.05).Conclusion The implementation of PBL+CBL teaching method for pediatric students has a definite teaching effect,can improve their comprehensive ability and clinical competency scores,and enhance their recognition of the teaching method.