CBL联合EBL在肿瘤内科住院医师规范化培训中的应用

目的　探讨案例教学（case-based learning，CBL）联合循证医学教学（evidence-based learning，EBL）在肿瘤内科临床教学中的应用及实施效果。方法　57名住院医师规范化培训生随机分为实验组和对照组，实验组采用CBL联合EBL，对照组采用讲授教学（lecture-based learning，LBL），教学结束后对两组规培医师进行考核和问卷调查，采用SPSS 20.0统计软件对两组考核成绩和问卷调查结果进行分析。结果　实验组和对照组的考试总成绩分别为（85.393±7.213）分和（81.276±8.035）分，其中病例分析部分成绩分别为（34.393±2.485）分和（32.379±3.005）分，实验组成绩均高于对照组，差异有统计学意义。问卷调查结果显示，实验组在学习主动性、学习兴趣、检索能力、自学能力、临床思维和学习效率方面较对照组有提高，差异有统计学意义（P<0.05）。结论　在肿瘤内科住院医师规范化培训中采用CBL联合EBL教学效果良好。

Application of case-based learning combined with evidence-based learning teaching in clinical teaching of oncology

Objective To investigate the application of case-based learning(CBL) combined with evidence-based learning(EBL) teaching in clinical teaching of oncology. Methods Totally 57 resident training doctors were divided into experimental group and control group. The experimental group received CBL and EBL teaching, and the control one received lecture-based learning(LBL) teaching. The teaching effect was evaluated by examination and questionnaire,and the data were analyzed by SPSS 20.0. Results The examination scores between experimental group and control group were (85.393±7.213) and (81.276±8.035) (P=0.047), and the ones of case analysis were (34.393±2.485) and (32.379±3.005) respectively(P=0.008). Meanwhile questionnaire survey showed that the evaluations of experimental group were better than the control one in promoting learning interest and initiative, retrieval ability, self-learning ability, clinical thinking and learning efficiency(P<0.05).Conclusion The teaching effect of integration of CBL and EBL is better than LBL.