CBL结合循证医学思维在临床免疫学检验实验课教学中的应用

目的 探讨案例教学法 (case-based learning，CBL) 结合循证医学思维在临床免疫学检验实验课教学中的应用价值。方法 选取首都医科大学 2016 级本科临床检验专业 A 班学生为对照组，B 班学生为实验组，实验组采用常规教学方法结合 CBL 结合循证医学思维的教学方法进行教学，对照组只采用常规教学方法教学，最后以笔试、问卷调查方式进行分析。结果 90% 以上的学生认为 CBL 结合循证医学思维的教学方法新颖、生动，有助于对理论知识的理解和记忆，理论联系实际。对照组考试平均分数为 (84.5±5.1) 分，实验组为 (88.1±4.3) 分；对照组病例分析题 ( 总分 40 分 ) 平均分为 (27.2±3.7) 分，实验组为 (36.3±4.1) 分。结论 CBL 结合循证医学思维的教学方法培养学生提出、分析和解决问题的能力，能帮助学生更好地掌握临床免疫学检查技术。

Application of CBL integrated with evidence-based thinking in clinical laboratory immunology experimental teaching

Objective To explore the application value of case-based teaching(CBL)combined with evidence-based medicine thinking in clinical laboratory immunology experimental teaching. Methods Clinical laboratory students of Grade 2016 in class A were assigned to the control group, used traditional teaching method, while students in class B were assigned to the experimental group, and used CBL integrated with evidence-based thinking teaching method as well as traditional teaching method. The examination scores and questionnaires were used to evaluate the teaching effectiveness.Results More than 90% students are in favor of the teaching method of CBL integrated with evidence-based thinking. It helps students to understand and memorize experimental knowledge, and improve their clinical performance. The average examination scores in the experimental group was 84.5±5.1 and those in the control group was 88.1±4.3: the scores of clinical case analysis (Total score of 40) in the experimental group was 27.2±3.7 and the control group was 36.3±4.1.Conclusion CBL integrated with evidence-based thinking teaching method can enhance students’ ability of analyzing and solving problems when they meet clinical cases, and help students have better command of clinical laboratory immunology examination techniques.