LBL-PBL-CBL-LBL与LBL-CBL教学模式在关节外科见习教学中的对比研究

目的 比较LBL-PBL-CBL-LBL与LBL-CBL两种不同的教学模式在关节外科临床见习教学工作中的效果,探索更加适合关节外科见习教学的方法,指导临床教学。方法将研究对象随机分为LBL-PBL-CBL-LBL组(即实验组,n=28)和LBL-CBL组(即对照组,n=28),两组分别采用不同的教学模式,通过基础知识、临床操作和分析能力、病例书写、文献检索与阅读、创新思维等方面来综合评估。结果实验组在基础知识、病例书写方面与对照组无显著差异(P0.05);实验组在临床操作和分析能力、文献检索与阅读、创新思维方面与对照组存在显著差异,实验组明显优于对照组(P0.05)。结论 LBL-PBL-CBL-LBL教学模式在关节外科临床见习教学中临床操作和分析能力、文献检索与阅读、创新思维方面明显优于LBL-CBL教学模式,实验组在基础知识、病历书写方面与对照组无差别。

A comparative study of LBL-PBL-CBL-LBL and LBL-CBL teaching modes in joint surgery internship teaching

Objective To compare the effect of the two different teaching modes of LBL-PBL-CBL-LBL and LBL-CBL on the clinical internship teaching of joint surgery,so as to explore a teaching method more suitable for joint surgery and to guide clinical teaching.Methods The subjects were randomly divided into LBL-PBL-CBL-LBL experimental group(n=28)and LBL-CBL control group(n=28).Different corresponding teaching modes were applied in both group. Through the basic knowledge,clinical operation and analysis ability,medical report writing,literature retrieval and reading,innovative thinking and other aspects,comprehensive evaluation was performed.Results There was no significant difference between the experimental group and the control group in the basic knowledge and medical report writing (P>0.05).There were significant differences between the experimental group and the control group in the clinical operation and analysis ability,literature retrieval and reading,and innovative thinking,and the experimental group was sig nificantly better than the controlgroup(P<0.05).Conclusion LBL-PBL-CBL-LBL teaching mode is superior to LBL-CBL teaching mode in the clinical internship teaching of joint surgery in terms of the clinical operation and analysis ability, literature retrieval and reading,and innovative thinking.There are no differences with the control group in terms of the basic knowledge and medical records writing.