CBL联合PBL教学法在普外科住院医师规范化培训中的应用

目的 探讨基于案例的学习(case-based learning,CBL)联合基于问题的学习(problem-based learning,PBL)教学法与传统教学法(lecture-based learning,LBL)在普外科住院医师规范化培训中的应用。 方法 选取2016年9月—2018年9月在皖南医学院弋矶山医院普外科(共5个病区)36名接受本院普外科规范化培训的住院医师为研究对象,采用随机数字表分为实验组(CBL+PBL组,18名)和对照组(LBL组,18名)。比较2组教学效果和教学满意度之间的差异。 结果 2组在平均年龄、性别、入院考核成绩、学员原单位等方面差异无统计学意义(均P>0.05);在基础理论考试方面,联合教学组的住培学员平均成绩(47.1±1.4)分]明显优于LBL组(42.2±1.2)分],差异有统计学意义(P<0.05);技能操作考核方面,联合教学组学员平均成绩(45.5±1.3)分]明显优于LBL组(40.6±1.5)分],差异有统计学意义(P<0.05)。联合教学组学员在学习兴趣、自主学习能力、临床操作技能、团队协作能力、文献查阅能力、临床思维能力等6个方面评价均高于LBL组,差异有统计学意义(均P<0.05)。 结论 CBL结合PBL教学法有利于加深住培医师对普外科理论知识的理解,培养自主学习和解决问题的能力,明显优于LBL教学法,可以有效提升普外科住培医师的规范化培训效果。 

Application of CBL combined with PBL teaching method in standardized training of residents in general surgery

Objective To explore the application of case-based learning(CBL) combined with problem-based learning(PBL) and traditional teaching method(LBL) in the standardized training of general surgery residents. Methods From September 2016 to September 2018, 36 residents in General Surgery Department of Yijishan Hospital of Wannan Medical College were selected as subjects. They were randomly divided into experimental group(CBL + PBL group, 18 cases) and control group(LBL group, 18 cases). The differences of teaching effect and satisfaction between the two groups were compared. Results There was no significant difference between the two groups in average age, gender, admission examination results, original unit of students(all P<0.05). In basic theory examination, the average scores of resident trainees in the experimental group(47.1±1.4) and the control group(42.2 ±1.2) were significantly different(P<0.05). In skill operation assessment, the average score of the students in the experimental group(45.5±1.3) was significantly better than that in the control group(40.6±1.5), and the difference was statistically significant(P<0.05). The interest in learning, autonomous learning ability, clinical operation skills, team cooperation ability, literature review ability, clinical thinking ability of students in the experimental group were higher than those in the control group(all P<0.05). Conclusion CBL combined with PBL teaching method is helpful to deepen the understanding of general surgery theory knowledge of resident physicians, and to cultivate the ability of autonomous learning and problem solving. It is obviously superior to LBL teaching method and can effectively improve the standardized training effect of resident physicians in general surgery.