| 基于MDT的对分课堂联合CBL教学模式在软组织肿瘤临床教学中的应用 |
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| 引用本文： | 张菁,宫晨,李定宇,汪波,李建军,韩静.基于MDT的对分课堂联合CBL教学模式在软组织肿瘤临床教学中的应用[J].现代肿瘤医学,2021,0(3):491-495. |
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| 作者姓名： | 张菁 宫晨 李定宇 汪波 李建军 韩静 |
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| 作者单位： | 1.华中科技大学同济医学院附属同济医院肿瘤科；2.骨科；3.放射科，湖北 武汉 430030 |
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| 基金项目： | 湖北省教育科学规划一般课题(编号:2019GB002)。 |
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| 摘 要： | 目的:探讨基于MDT的对分课堂联合CBL教学模式在软组织肿瘤临床教学中的应用效果及学员对该教学模式的评价。方法:选取2017年1月至2019年10月在我科接受住院医师规范化培训的50名学员为研究对象。随机分为对照组和实验组，每组25人。对照组授课方式为传统教学法，实验组授课采用MDT联合对分课堂和CBL教学法。教学结束后，采用命题考试进行教学效果考核；采用问卷调查的方法评估学生对教学模式的满意度。结果:实验组的选择题、简答论述、病例分析和总成绩分别为26.36±2.75、18.24±2.40、30.76±3.09、75.36±5.96，而对照组分别为24.40±3.80、16.60±2.10、29.04±2.86、70.04±6.30，两组比较有统计学差异（P<0.05）。在提高课堂学习效率、学习兴趣、自学能力、理论知识的理解和记忆能力，扩充专业知识，提高文献检索能力、分析问题和解决问题的能力、临床思维能力，这8个维度的赞成度调查中，实验组均优于对照组（P<0.05）。实验组学员对本组教学模式的接受度更高（P<0.05），但也有更多的实验组学员认为本组教学模式增加了学习负担（P<0.05）。结论:MDT联合对分课堂和CBL的教学模式应用于软组织肿瘤临床教学中，有利于提高教学效果，且接受度更高。
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| 关 键 词： | 软组织肿瘤 临床教学 多学科协作 对分课堂 案例教学法 |
Application of multidisciplinary team combined with presentation-assimilation-discussion class and case-based learning in the teaching of soft tissue tumors |
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| ZHANG Jing,GONG Chen,LI Dingyu,WANG Bo,LI Jianjun,HAN Jing.Application of multidisciplinary team combined with presentation-assimilation-discussion class and case-based learning in the teaching of soft tissue tumors[J].Journal of Modern Oncology,2021,0(3):491-495. |
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| Authors: | ZHANG Jing GONG Chen LI Dingyu WANG Bo LI Jianjun HAN Jing |
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| Affiliation: | 1.Department of Oncology；2.Department of Orthopaedics；3.Department of Radiology，Tongji Hospital，Tongji Medical College，Huazhong University of Science and Technology，Hubei Wuhan 430030，China. |
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| Abstract: | Objective:To investigate the value of multidisciplinary team(MDT)combined with presentation-assimilation-discussion(PAD)class and case-based learning(CBL)in the teaching of soft tissue tumors.Methods:Fifty students accepted standardized residents training from Jan.2017 to Oct.2019 were randomly divided into the control group(25 people)and experimental group(25 people).The control group used the traditional teaching methods,and the experimental group accepted MDT combined with PAD class and CBL.After the end of the teaching,the proposition test was used to evaluate the teaching effect.The questionnaire survey was used to evaluate the students'satisfaction with the teaching methods.Results:The multiple-choice questions,brief answers,case analysis and total scores of the experimental group were 26.36±2.75,18.24±2.40,30.76±3.09,75.36±5.96,respectively,while the control group were 24.40±3.80,16.60±2.10,29.04±2.86,70.04±6.30,respectively,with statistically significant difference between the two groups(P<0.05).In the questionnaire survey,the experimental group has better approval of improving learning efficiency,learning interest,self-learning ability,theoretical knowledge understanding and memory ability,expanding professional knowledge,the ability of literature retrieval,analyzing and solveing problems,and clinical thinking(P<0.05).The experimental group was superior to the control group(P<0.05).The experimental group has higher acceptance of the teaching mode than the control group(P<0.05),while more students in experimental group thought that the combined teaching methods increased the learning burden(P<0.05).Conclusion:The MDT combined with PAD-class and CBL teaching model in the clinical teaching of soft tissue tumors can improve the teaching effect and the students have higher acceptance. |
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| Keywords: | soft tissue tumor clinical teaching multidisciplinary team presentation-assimilation-discussion class case-based learning |
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