CBL教学法联合文献综述在眼科学规培住院医师教学中的应用

目的:在眼科学规培住院医师教学中应用案例为基础(case-based learning,CBL)的教学法联合文献综述教学模式并评价其效果.方法:选取2015/2016年度眼科学住院医师规范化培训的学员作为教学对象,2015年采用传统的授课为基础(lecture-based learning,LBL)的教学法(对照组),2016年采用CBL教学法联合文献综述训练(试验组).课程结束后对学生进行年终总结考核,包括理论与操作考核,同时进行问卷调查,包括教学满意度、学习兴趣、增强科研兴趣、提高临床实践四个方面.数据采用SPSS16.0进行统计学分析.结果:理论与操作考核成绩显示,试验组的成绩(88.2±6.5分)明显高于对照组(75.6±6.0分),差异有统计学意义(t=6.68,P<0.05).问卷调查结果显示,学生对CBL教学法联合文献综述课程的满意度(91%)高于对照组(50%,x2=8.84,P<0.05),激发更大的学习兴趣(x2=6.29,P<0.05)、增强浓厚的科研兴趣(x2=4.54,P<0.05),提高自身临床诊疗思维能力(x2=4.25,P<0.05),差异均有统计学意义(P<0.05).结论:CBL教学法联合文献综述教学模式有利于提高教学效果,培养学生的临床技能和科研素养.

Application of CBL teaching with paper review teaching method in ophthalmology resident teaching

AIM:To investigate the effect of case-based learning ( CBL) teaching combination with paper review method in the teaching of ophthalmology residents. ·METHODS:The study was conducted from 2015 to 2016. The residents in Department of Ophthalmology, Shanghai Jiao Tong University Affiliated Sixth People's Hospital were included in the research. During the year of 2015, the traditional lecture-based learning ( LBL) method was applied (as a control group). During the year of 2016, the CBL teaching combination with paper review teaching method was applied (as an experimental group). At the end of the course, exams and questionnaires were conducted to evaluate the teaching effect of two different methods. The exams consisted of theoretical and operational assessment. The teaching satisfactions, learning interests, scientific research interests and clinical abilities were included in the questionnaires. The data was analyzed by SPSS 16. 0. ·RESULTS:The results of final exams indicated that the scores of the experimental group (88. 2±6. 5) were higher than the control group ( 75. 6 ± 6. 0 ). The difference showed statistically significant (t=6. 68, P<0. 05). The results of questionnaires indicated that students showed much more satisfied with CBL teaching combination with paper review teaching method ( 91%) than traditional teaching method (50%, x2 =8. 84, P<0. 05). Students in the experimental group improved learning interest ( x2 =6. 29, P<0. 05), increased research interest (x2=4. 54, P<0.05) and approved clinical ability (x2 =4. 25, P<0. 05). The comparison of two groups showed the statistically difference (P<0. 05). ·CONCLUSION: CBL teaching combination with paper review teaching method is beneficial to improve the teaching effect, and it is also beneficial to train residents'clinical skills and research abilities.