标准化病人结合CBL教学模式在眼科学专业硕士临床实践教学中的应用

目的:探讨标准化病人(SP)与以病例为基础的学习(CBL)模式相结合的教学模式应用在眼科学专业硕士研究生临床实践教学中的效果。方法:于2017-07/2019-07选取南昌大学第一附属医院眼科病区2017、2018、2019级专业硕士研究生40名为研究对象,随机进行分组,研究组20名采取SP+CBL案例式相结合的教学模式;对照组20名采取传统课堂带教学习(LBL)教学模式。两组教学师资、内容与时间(12mo)无差别,观察并比较两组学生学习能力、理论知识和临床技能操作考核成绩,并针对学生对教学效果的评价进行统计学分析。结果:两组学生入学成绩无明显差异,教学后研究组学生学习积极性、记忆效率、临床操作技能及医患沟通能力均更具优势(P<0.05),理论知识和临床技能操作考核成绩均优于对照组(87.95±6.78分vs 78.95±6.28分,82.20±4.53分vs 75.95±4.05分,均P<0.05),且研究组学生对实行SP+CBL案例式教学模式的评价显著高于实行LBL教学模式的对照组(P<0.05)。结论:SP与CBL案例式教学相结合的教学模式对眼科学专业硕士研究生的临床实践教学有显著优势。

Application of standardized patient combined with CBL case-based teaching mode in clinical practice teaching for master students in ophthalmology

AIM: To explore the effect of the combination of standardized patient and CBL case-based teaching in clinical practice teaching for postgraduates majoring in ophthalmology.

METHODS: From July 2017 to July 2019, a total of 40 postgraduates majoring in ophthalmology from 2017, 2018, and 2019 of Nanchang University First Affiliated Hospital were selected as the research objects and randomly divided into two groups: the observation group and the control group, each with 20 people. The observation group used the SP+CBL case-based teaching mode, the control group used the traditional teaching mode(LBL). The teaching teachers of the same group of graduate students is the same, the teaching content are the same, the teaching period was 12mo, observe and compare the two groups of students'' learning ability, theoretical knowledge and clinical skills operation assessment grades, and conduct statistical analysis on the evaluation of the teaching effect of the students.

RESULTS: There was no significant difference in the enrollment scores of the two groups of students. After teaching, students in the observation group had more advantages in learning enthusiasm, memory efficiency, clinical operation, and doctor-patient communication skills(P<0.05), and they got higher theoretical knowledge and clinical skills operation assessment scores than those in the control group(87.95±6.78 points vs 78.95±6.28 points, 82.20±4.53 points vs 75.95±4.05 points, P<0.05), and their evaluation of the SP+CBL case-based teaching model was significantly higher than that of the control group who implemented the LBL teaching model(P<0.05).

CONCLUSION: The SP+CBL case-based teaching mode has significant advantages in clinical practice teaching for postgraduates majoring in ophthalmology, and is worthy of scientific popularization.