CBL联合PBL教学法在泌尿系结石实习教学中的应用

目的泌尿系结石是泌尿外科实习教学中的重点及难点,传统的教学方法效果不佳,本研究观察以病例为基础教学法(CBL)联合以问题为基础教学法(PBL)在泌尿系结石实习教学中的应用效果。方法选取2018年9月-2019年7月在我院泌尿外科实习的临床专业实习生78名,随机分为对照组(n=39)与CBL+PBL组(n=39)。对照组实施常规教学,CBL+PBL组采用CBL联合PBL的教学模式。学习完成后两组均进行出科考试和自制问卷调查,评价授课效果。结果 CBL+PBL组在出科考试成绩及问卷调查的评分上较对照组更优,且有统计学意义(P <0.05)。结论在泌尿系结石的教学过程中,采用CBL联合PBL的方式可以取得较好的课堂效果。

Application of CBL Combined With PBL Teaching Method in Practice Teaching of Urinary Calculus

Objective Urinary stones are the focus and difficulty in urology practice teaching. Traditional teaching methods are not effective. In this study, we observed case-based teaching(CBL) combined with problembased teaching(PBL) in urinary stones. Application effect in practice teaching. Methods A total of 78 clinical internships in urology practice from September 2018 to July 2019 were randomly divided into the control group(n = 39) and the CBL + PBL group(n = 39). The control group implemented conventional teaching, and the CBL + PBL group adopted the CBL and PBL teaching mode. After the study was completed, the two groups underwent examinations and self-made questionnaires to evaluate the effectiveness of the lectures. Results The CBL + PBL group was better than the control group in the test scores and questionnaire scores, and was statistically significant(P < 0.05). Conclusion In the teaching process of urinary calculi, using CBL combined with PBL can achieve better classroom results.