CBL教学法联合模拟病例在全科住培临床小讲课中的应用探讨

Application and Investigation of CBL Teaching Method Combined With Simulated Case in the Small Clinical Lectures on Standardized Training for General Resident Physicians

目的探索案例教学法(case-based learning,CBL)联合模拟病例在全科住培临床小讲课应用中的效果。方法选取2022年9—12月于武汉大学人民医院参加全科住培的26名全科住培医师为研究对象,将住培医师随机分为试验组(n=13)和对照组(n=13):对照组使用讲授式教学法(lecture-based learning,LBL)授课,试验组采用CBL教学法联合模拟病例授课,比较2组住培医师的课程满意度、随堂测试成绩(临床理论知识、临床思维能力)及听课教师反馈等情况。结果2组在教师授课态度、教师职业素养方面比较差异无统计学意义(P>0.05)。试验组的课堂吸引力、课堂参与度及总体满意度高于对照组[(9.83±0.92)分vs.(7.72±0.68)分;(9.63±0.89)分vs.(6.31±0.73)分;(9.21±0.95)分vs.(7.59±0.78)分],差异有统计学意义(P<0.001)。试验组随堂临床理论知识测试成绩、临床思维能力测试成绩及总成绩均高于对照组[(46.68±4.66)分vs.(42.71±4.24)分;(43.43±4.15)分vs.(35.61±3.01)分;(89.57±7.81)分vs.(78.33±6.63)分],差异有统计学意义(P<0.05)。试验组住培医师的自主学习能力、自主思考能力、团队协作能力、解决问题能力、表达能力及教学目标完成情况和教学效果评价均优于对照组,差异有统计学意义(P<0.05)。结论CBL教学法联合模拟病例在全科住培临床小讲课中的教学效果优于LBL教学法,住培学员的满意度较高。

Objective To explore the effectiveness of casebased learning(CBL)combined with simulated cases in the small clinical lectures on standardized training for general resident physicians.Methods A total of 26 physicians who participated in standardized training for general practice residents in Renmin Hospital of Wuhan University from September to December 2022 were selected as the study objects,and the residential training physicians were randomly divided into experimental group(n=13)and control group(n=13).The control group was taught with lecture-based learning(LBL),and the experimental group was taught with CBL teaching method combined with simulated case.The course satisfaction,in-class test results(clinical theoretical knowledge,clinical thinking ability)and feedback from the teachers of the two groups were compared.Results There was no significant difference in teaching attitude and professional quality between the two groups(P>0.05).The class attraction,class participation and overall satisfaction of the experimental group were higher than those of the control group[(9.83±0.92)points vs.(7.72±0.68)points;(9.63±0.89)points vs.(6.31±0.73)points;(9.21±0.95)points vs.(7.59±0.78)points],the differences were statistically significant(P<0.001).The scores of clinical theoretical knowledge test,clinical thinking ability test and total scores of experimental group were higher than those of control group[(46.68±4.66)points vs.(42.71±4.24)points;(43.43±4.15)points vs.(35.61±3.01)points;(89.57±7.81)points vs.(78.33±6.63)points],the differences were statistically significant(P<0.05).The independent learning ability,independent thinking ability,teamwork ability,problem solving ability,expression ability,achievement of teaching objectives and teaching effect evaluation of resident training physicians in the experimental group were better than those in the control group,and the differences were statistically significant(P<0.05).Conclusion The teaching effectiveness of CBL teaching method combined with simulated case in the small clinical lectures on standardized training for general resident physicians is better than LBL teaching method with high student satisfaction.