三轨教学模式在肿瘤内科临床教学中的应用

Application of a Combined Teaching Strategy of LBL, PBL and CBL in Clinical Teaching of Oncology

目的探讨传统教学法(LBL)、以病例为基础的教学法(CBL)和以问题为基础的教学法(PBL)相结合的"三轨教学模式"在肿瘤内科临床教学中的教学效果。方法某院2016年9月至2018年8月实习的60名学生,随机分为实验组和对照组,实验组采用"LBL+CBL+PBL"的三轨教学模式,对照组采用传统LBL教学法。实习结束后,进行理论考核、五站式考核以及教学效果评价。结果理论考核成绩实验组(85.6±3.57)和对照组(84.33±2.98)无显著差异(P=0.081),五站式考核总成绩实验组(86.70±1.66)优于对照组(83.88±1.47)(P<0.001),主要表现在问诊(P=0.003)、辅助检查判读(P<0.001)、病历书写(P<0.001)及口试(P<0.001)方面。教学效果评价方面,实验组在提高学习的积极性(P=0.002)、理论知识的掌握(P<0.001)、临床能力的培养(P<0.001)、培养思维能力(P<0.001)、培养自学能力(P<0.001)、提高文献查阅能力(P<0.001)、培养团队协作能力(P<0.001)、提高分析解决问题的能力(P<0.001)、提高学习效率(P=0.03)这9个方面均优于对照组,差异有统计学意义。结论三轨教学模式在肿瘤内科临床教学中有一定的优势,值得进一步研究。

Objective To evaluate the application effect of a combined teaching strategy of Lecture-Based Learning(LBL),Problem-Based Learning(PBL)and Case-Based Learning(CBL)in clinical practice teaching of oncology.Methods Sixty students from our school from September 2016 to August 2018 were randomly divided into experimental group and control group.The experimental group used combined teaching strategy of'LBL+PBL+CBL'and the control group used traditional LBL teaching method.After the internship,theoretical assessment,five-station assessment and evaluation of teaching effectiveness were carried out.Results There was no significant difference in the theoretical assessment scores between the experimental group(85.6±3.57)and the control group(84.33±2.98)(P=0.081).The five-station assessment scores of the experimental group(86.70±1.66)were better than the control group(83.88±1.47)(P<0.001),mainly in the consultation,auxiliary examination interpretation,medical record writing and oral examination.In terms of teaching effect evaluation,the experimental group is improving the enthusiasm of learning,mastering theoretical knowledge,cultivating clinical ability,cultivating thinking ability,cultivating self-learning ability,improving literature review ability,cultivating teamwork ability,improving analytical ability to solve problems,and improving learning efficiency.The 9 aspects of efficiency were higher than that of the control group,and the difference was statistically significant.Conclusion The combined teaching strategy has a good effect in the clinical teaching of oncology,which is worth further research.