TBL-PBL-CBL联合教学模式在心内科临床实习中的应用

  目的  探究TBL、PBL和CBL联合教学模式在心内科临床实习中的应用效果，为临床优质人才的培养提供新的方向。  方法  抽取2021年7月至2022年3月期间至昆明医科大学第二附属医院心血管内科实习的学生80名，并以完全随机方式将学生分为对照组（n = 40）和实验组（n = 40）。对照组施以传统教学模式教学，实验组则以TBL、PBL和CBL联合教学模式教学。最后分别以理论考核成绩、心电图考核成绩、心脏体格检查成绩和问卷调查结果评价教学效果。  结果  与对照组相比，实验组理论考核、心电图考核及心脏体格检查成绩均更高 （P < 0.001） ，且实验学生普遍认为此教学模式可提升自身学习积极性及主观能动性（P = 0.002）、逻辑思维能力（P = 0.012）、临床思维能力（P = 0.043）和团队协作能力（P = 0.010）。  结论  TBL、PBL和CBL联合教学模式对学生临床个人能力起正向促进作用。

Application of TBL-PBL-CBL Combined Teaching Mode in the Clinical Practice of Cardiology

  Objective  To explore the effect of TBL-PBL-CBL combined teaching mode in the clinical practice of cardiology, and provide a new training direction for high-quality doctors.   Methods  80 students participating in the clinical practice in the Cardiology Department of The Second Affiliated Hospital of Kunming Medical University were selected from July 2021 to March 2022 and were randomly divided into the control group （n = 40） and the experimental group （n = 40）. Those in the control group were taught with the traditional lecture-based mode, while those in the experimental group were given the teaching method of TBL combined with PBL and CBL. Finally, the teaching effect was evaluated by questionnaire survey and test result.   Results  Compared with the control group, the test results of theory, electrocardiogram and cardiac physical examination in the experimental group were higher （P < 0.001）. Furthermore, students in the experimental group thought that the teaching method of TBL combined with PBL and CBL had improved their ability in autonomic learning, logical thinking, clinical thinking and team cooperation.   Conclusion  The teaching method of TBL combined with PBL and CBL has a positive effect on promoting the clinical ability of students.