CBL教学法在心胸外科临床见习教学中的应用

Abstract

目的：探讨以案例为基础的教学法(Case-based Learning, CBL)在心胸外科临床见习八年制学生中的应用效果，并与传统的以讲授为基础的教学法(lecture-based Learning, LBL)对比。方法：将在心胸外科见习的华中科技大学60名八年制学生随机分为两组，CBL组和LBL组，各30名，分别在CBL和LBL教学方法指导下进行临床见习，见习结束时，进行问卷调查和试卷理论考试，将考试成绩进行统计学分析，评价两组教学效果差异。结果：CBL组在考试成绩、学习积极性、合作能力、临床思维能力等方面均明显优于LBL组，差异有统计学意义(P < 0.05)。学生对CBL教学效果认可度也明显高于LBL组(P < 0.01)。结论：CBL教学方法应用于心胸外科临床见习教学中，能更好地调动临床见习学生的学习积极性，加深对理论知识的理解，提高学生学习效率、自学能力和临床综合能力，教学效果明显优于传统的LBL教学法，值得在临床见习教学中推广应用。 Objective: To investigate the role of Case-based Learning (CBL) method in clinic internship prac-tice teaching of cardiothoracic surgery, and make a comparison of the teaching effects between CBL method and lecture-based Learning (LBL) method. Methods: 60 medical students of eight year program of Huazhong University of Science and Technology were divided into CBL group and LBL group randomly, 30 students each group, the methods of CBL were adopted by CBL group and traditional LBL methods were adopted by LBL group. At the end of the clinic internship study, statistical analysis was conducted for the scores of subjective questions, object questions to compare and evaluate the teaching effects between the two groups. Results: The scores of theoretical tests revealed that the CBL group is significantly higher than those of the LBL group (P < 0.05), and the questionnaire displayed that the teaching evaluation of CBL teaching is better in the following aspects: study enthusiasm, self-study abilities, collaboration capabilities, and clinical skills and thinking abilities. The CBL group had more favorable views on teaching effectiveness (P < 0.01). Conclusion: Application of method of CBL in theoretical and clinical teaching of cardiothoracic surgery boosted students’ performance and interest to learn, improve their learning efficiency, comprehensive abilities, self-study and independent thinking and clinical analyzing abilities, CBL method can acquire better teaching effects than LBL method, and should be used widespread.