CBL-PBL-Seminar整合教学法在肿瘤学临床教学中的应用

Application of the CBL-PBL-Seminar Integrated Teaching Method in Clinical Teaching of Oncology Department

目的探讨CBL-PBL-Seminar三位一体整合教学法在肿瘤学临床教学中的应用效果。方法选取某院肿瘤科进行临床轮转培训的规范化培训学员为研究对象,其中2022年3月1日-2023年3月31日轮转的规范化培训学员43人为对照组,采取传统教学模式,2023年4月1日-2024年4月30日轮转的规范化培训学员41人为观察组,采取CBL-PBL-Seminar三位一体整合教学法。轮转结束后,比较两组学员的理论考核成绩和临床技能操作考核成绩,并以调查问卷方式评价规范化培训学员对两种教学方法的满意度等指标。结果观察组规范化培训学员的考核总成绩为80.8±9.1分,显著高于对照组(73.8±9.3,P<0.001),其中理论考核成绩分别为;80.2±12.6和75.3±13.2分,P=0.019,临床技能操作成绩分别为81.7±11.3和74.2±10.8分,P=0.002。观察组在培训趣味性(8.1±1.1对比7.4±1.5,P=0.012)、临床逻辑思维能力提升(8.5±1.5对比7.7±1.5,P=0.012)、自主学习能力提升(8.1±1.4对比7.1±1.6,P=0.002)、科研学术兴趣培养(7.9±1.6对比6.8±1.9,P=0.004)、团队协作能力提升(7.9±1.8对比6.4±1.6,P=0.005)方面较对照组有明显优势。结论CBL-PBL-Seminar三位一体整合教学法通过案例导入、问题引导和讨论总结,显著提升理论知识水平和临床操作技能,且有助于培养学员的逻辑思维能力、科研兴趣和团队协作能力,在肿瘤学临床教学中具有很大的应用潜力。

Objective To investigate the application effect of the"CBL-PBL-Seminar"integrated teaching method in clinical teaching of oncology department.Methods The standardized training physicians who studying in the department of clinical oncology were selected,in which the physicians who studied from March 1st,2022 to March 31st,2023 were allocated to the control group(43 cases,receiving the traditional teaching),and the physicians who studied from April 1st,2023 to April 30th,2024 were the observation group(41 cases,receiving the CBL-PBL-Seminar integrated teaching method).At the end of the training,the theoretical assessment scores,and clinical skills operation assessment scores of the two groups were compared,and survey questionnaire was used to evaluate the teaching satisfaction and other indicators.Results The total score of the observation group was 80.8±9.1,significantly higher than that of the control group(73.8±9.3,P<0.001).The theoretical assessment scores were 80.2±12.6 and 75.3±13.2,P=0.019,and the clinical skills operation scores were 81.7±11.3 and 74.2±10.8,P=0.002,respectively.The observation group had advantages in training interest(8.1±1.1 vs.7.4±1.5,P=0.012),clinical logical thinking ability(8.5±1.5 vs.7.7±1.5,P=0.012),independent learning ability(8.1±1.4 vs.7.1±1.6,P=0.002),research and academic interest development(7.9±1.6 vs.6.8±1.9,P=0.004),and teamwork ability enhancement(7.9±1.8 vs.6.4±1.6,P=0.005)over the control group.Conclusions The CBL-PBL-Seminar integrated teaching method significantly improved the level of theoretical knowledge and clinical operational skills through case introduction,problem guidance,and seminar conclusion.Meanwhile,it was conducive to cultivating students'logical thinking ability,scientific research interest,and team collaboration,which had great potential for application in clinical oncology education.