CBL联合线上教学在风湿免疫科住院医师规范化培训中的应用研究

目的 探讨以病例为基础的学习（case based learning，CBL）联合线上教学在风湿免疫科住院医师规范化培训中的效果。方法 纳入2019年6月至2020年8月本院风湿免疫科参加住院医师规范化培训的人员78人，分为观察组与对照组。对照组采用传统教学，观察组采用CBL联合线上教学。通过理论考试、临床操作技能考核、带教教师评分对住院医师规范化培训医师进行评价；同时开展对带教教师教学满意度、教学方式满意度及课堂学习氛围的评价。结果 观察组理论考试成绩[（94.10±2.01）分]、临床操作技能考核成绩[（90.44±1.57）分]与对照组相比明显提高（P<0.05），观察组对带教教师评分（89.36±1.33）也优于对照组，差异具有统计学意义（P<0.05）。观察组对教学满意度评价（3.79±0.41）、教学方式满意度评价（3.92±0.27）以及课堂学习氛围评价（3.90±0.31）均高于对照组，差异具有统计学意义（P<0.05）。结论 CBL联合线上教学更有助于提高住培学员的学习效率、激发学习热情、拓展临床思维、促使教学相长、形成良性循环，值得进一步探讨。

Application of case-based learning combined with online teaching in standardized residency training of rheumatology and immunology

Objective To investigate the effectiveness of case-based learning (CBL) combined with online teaching in standardized residency training of rheumatology and immunology.Methods A total of 78 individuals who participated in standardized residency training in Department of Rheumatology and Immunology in our hospital from June 2019 to August 2020 were included and divided into observation group and control group. The individuals in the control group received traditional teaching, and those in the observation group received CBL combined with online teaching. The physicians receiving standardized residency training were evaluated by theoretical examination, clinical operation skill assessment, and instructor rating, and the degree of satisfaction with teaching, degree of satisfaction with teaching methods, and classroom learning atmosphere were also evaluated.Results The observation group had a theoretical examination score of (94.10±2.01) and a clinical operation skill assessment score of (90.44±1.57), which were significantly higher than those of the control group (P<0.05), and the observation group had a significantly better instructor rating (89.36±1.33) than the control group (P<0.05). Compared with the control group, the observation group had significantly higher degree of satisfaction with teaching (3.79±0.41), degree of satisfaction with teaching methods (3.92±0.27), and evaluation of classroom learning atmosphere (3.90±0.31) (P<0.05).Conclusion CBL combined with online teaching can help to improve learning efficiency, stimulate the enthusiasm for learning, expand clinical thinking, promote the growth of teaching and learning, and form a virtuous cycle among trainees receiving standardized residency training, which holds promise for further exploration.