传统教学结合CBL及OSCE教学模式在专业学位研究生临床教学中的应用

目的 研究专业学位研究生在内分泌科临床轮转教学过程中应用传统教学结合案例中心教学(CBL)及客观结构化临床考试(OSCE)教学模式的应用效果。方法 选择 2020年8月—2021年6月本院内分泌科轮转学习的64名专业学位研究生,所有带教学生均接受相同入科培训,随机分为2组:32名接受传统教学(对照组);32名采取传统教学+CBL教学+OSCE)(研究组)。对比2组学生的内分泌科理论知识、临床实践操作考核得分以及对带教模式的满意度。结果 研究组专业学位研究生内分泌的理论知识(97.06±2.14)分、临床技能(97.22±2.41)分,显著高于对照组的(87.47±3.08)分和(86.66±2.96)分,差异均有统计学意义(P<0.001)。研究组专业学位研究生对教学模式的总满意度得分为95.41分,高于对照组的81.38分(t=8.712,P<0.001)。结论 将传统教学与CBL及OSCE教学模式相结合,应用于专业学位研究生可以有效提高研究生的理论知识水平和临床实践操作能力,值得在临床教学中推广。

Application of traditional teaching combined with CBL and OSCE teaching modes in clinical teaching of professional degree postgraduates

Objective To explore the application effect of traditional teaching combined with case study based learning (CBL) andObjective structured clinical examination (OSCE) in clinical rotation teaching of endocrinology. Methods A total of 64 postgraduates with professional degrees in The Endocrinology Department of our hospital from August 2020 to June 2021 were selected. All teaching students received the same entry training. They were randomly divided into two groups: 32 received traditional teaching (a control group); 32 students took traditional teaching + CBL + OSCE) (a research group). The theoretical knowledge of endocrinology, the scores of clinical practice and operation assessment, and the satisfaction with the teaching mode were compared between the two groups. Results The scores of endocrine theoretical knowledge (97.06±2.14) and clinical skills (97.22±2.41) of postgraduates with professional degrees in the research group were significantly higher than those in the control group: (87.47±3.08) and (86.66±2.96) (P<0.001). The total satisfaction score of graduate students with professional degrees in the research group was 95.41, which was higher than 81.38 in the control group (t=8.712, P<0.001). Conclusion The combination of traditional teaching with CBL and OSCE teaching modes can effectively improve the theoretical knowledge level and clinical practice ability of postgraduates, which is worthy to be popularized in clinical teaching.