多元教学模式在呼吸内科临床实习教学中的效果评价

评价多元教学模式即将案例教学法(case-based learning，CBL)、以问题为中心教学法(problem-based learning，PBL)、基于小组合作教学法 (team-baede learning，TBL)3 种方法通过序贯进行的方式运用到呼吸内科临床实习教学的教学效果。方法 选择昆明医科大学临床医学专业 2013 级在大学第二附属医院呼吸内科临床实习学生 92 名，将其平均分为两组，对照组按传统模式进行教学，实验组进行 CBL、PBL、TBL序贯教学法，比较两组临床技能考试成绩及满意度问卷调查。结果 多元教学组的临床技能考试成绩（76.75）较传统教学组（71.25）高，教学满意度（76.08%）高于传统教学组（47.83%），均有统计学意义（P ＜ 0.05）。结论 多元教模式在呼吸内科实习教学中产生了良好的教学效果，提高了学生的临床技能成绩，且受学生欢迎。

Effectiveness evaluation of multiple teaching model in clinical practice of respiratory medicine He Xiaojie,Zeng Rui,Chen Keli,Li Yongxia,Hai Bing

Objective To evaluate the teaching effects of the multiple teaching model of case based learning (CBL),problem based learning (PBL) and team based learning (TBL) in clinical practice teaching of respiratory medicine in a sequential way. Methods Ninety-two clinical medicine students of Grade 2013 from Kunming Medical University came to the department of respiratory medicine for clinical practice and were selected and randomly divided into two groups. The control group was taught in the traditional model, while the experimental group in the sequential multiple teaching model of CBL, PBL and TBL. The scores of clinical skills examination and the satisfaction questionnaire were compared between the two groups. Results The clinical skill test scores of CBL, PBL and TBL sequential multiple teaching group (76.75) were higher than those of the traditional teaching group (71.25), Teaching satisfaction (76.08%) was higher than that of traditional teaching group (47.83%),both with statistical significance (P<0.05). Conclusion Multiple teaching model has produced favorable teaching effects in the respiratory clinical practice teaching and improved the clinical skills of students, therefore enjoyed popularity among students.