CPC联合LBL教学法在全科医学概论课程中的应用效果评价

目的全科医学在我国是一门较为新兴的发展中的学科。随着医疗卫生体制改革,各地政府及医学院校更加重视全科医学的人才培养,湖南医药学院也将《全科医学概论》列为医学教育的必修课程。全科医学概论是以人为中心,面向社区和家庭,整合临床医学、预防医学、康复医学以及人文社会学科相关内容于一体的综合性医学专业学科。本文对以病例为中心、问题为基础、社区为导向的教学法(case-centered、problem-based、community-oriented teaching mode,CPC)联合传统讲授式教学法(lecture-based learning,LBL)在全科医学概论课程中的应用效果进行初步探索,为以后的教学提供借鉴与参考。方法按数字表法随机选取2015级本科临床医学专业2个教学班248名学生为研究对象,将其分为对照组(120人)和实验组(128人),对照组采用LBL教学法,实验组应用CPC联合LBL教学法,课程结束后根据全科医学概论理论考试成绩、见习考核成绩、问卷调查和教学满意度进行教学效果的评价。结果实验组学生全科医学概论理论考试成绩和见习考核成绩均明显高于对照组(均P<0.01),同时,实验组在问卷调查和教学满意度上对全科医学概论教学效果的评价优于对照组(均P<0.01)。结论 CPC联合LBL教学法是一种科学有效的适合医学院校全科医学概论的教学方法,其能提升医学生对全科医学概论的认知,培养医学生的综合能力、知识运用能力,提高医学生的岗位胜任力,值得在今后的教学中推广。

Applied efficacy of CPC combined with LBL teaching method in the course of introduction to general practice

Objective General practice is a relatively new developing discipline in China. With the reform of the medical and health system, local governments and medical colleges attach more importance to the cultivation of general practitioners, and our school has listed Introduction to General Medicine as a compulsory course in medical education. Introduction to General Practice is a comprehensive medical discipline which is human-centered, community-oriented and family-oriented, integrates clinical medicine, preventive medicine, rehabilitation medicine and humanities and social disciplines. This paper combines case-centered, problem-based, community-oriented teaching mode (CPC) with traditional lecture-based learning (LBL). The application effect in the course of Introduction to General Practice is preliminary exploration, which provides beneficial reference for future teaching. Methods According to the digital table method, 248 students from the 2015 undergraduate clinical medicine majors of our school were randomly selected as the research subjects. They were divided into control group (n=120) and experimental group (n=128). The students in control group received the LBL method. On the basis of this, CPC and LBL teaching method were applied to the ones in experimental group. In the end, the teaching efficacy was evaluated according to the results of the general medical theory, test scores, questionnaires and teaching satisfaction. Results In the experimental group, the results of the general medical examinations and the appraisal scores of the students in the experimental group were significantly higher than those in the control group (all P<0.01). In addition, the evaluation of the general medical teaching in the questionnaire survey and teaching satisfaction in experimental group was superior to control group (P<0.01). Conclusion CPC combined with LBL teaching method is a scientific and effective teaching method that is suitable for Introduction to General Practice in medical colleges. It can enhance medical students' understanding of Introduction to General Practice, cultivate their comprehensive ability and knowledge application ability, and improve their post competence. It is worth popularizing in future teaching.