CBL结合三分钟+任务式教学模式在心血管内科临床实习中的应用效果

目的 探讨案例教学法(CBL)结合三分钟+任务式教学模式在心血管科实习生临床带教中的应用效果。 方法 选取2017年1月—2019年6月新疆医科大学第五附属医院心血管内科轮转的60名本科实习生为研究对象,双盲随机分为对照组(30例)和实验组(30例)。对照组采用传统带教模式进行临床教学,包括普通查房和知识讲座等方式进行教学。实验组采用CBL结合三分钟+任务式结合带教模式。实习结束后,对2组学生进行专业知识、实践技能进行考核,问卷调查实习生的学习效果及对教学模式的满意度。 结果 2组实习生理论知识考试和心电图读图考试成绩比较差异无统计学意义(P>0.05),与对照组比较,实验组病例分析考试成绩高于对照组(P<0.05),实践技能(包括问诊技巧、心脏体格检查、心肺复苏术及电除颤术)考核成绩高于对照组(均P<0.05)。问卷调查表明,实验组实习生在提升专业知识、训练临床思维、提升临床技能、激发学习兴趣、提高自学能力、解决问题能力和加强医患沟通能力方面均高于对照组(均P<0.05);实验组对教学方法的满意度也高于对照组(P<0.05)。 结论 CBL结合三分钟+任务式教学模式可以激发学习兴趣,有效提高实习生专业知识和实践技能,教学效果好,满意度高,值得在临床实习生带教中积极推广和应用。 

Application of CBL combined with 3-min+task teaching method for clinical teaching in department of cardiology

Objective To explore the teaching effect of CBL combined with 3-min+task teaching method on clinical teaching in department of cardiology. Methods From January 2017 to June 2019, 60 undergraduates majored in five-year clinical medicine who interned in the department of cardiology of the fifth affiliated hospital of Xinjiang Medical University were selected as the research objects, and were randomly divided into a double-blind control group(n=30) and observation group(n=30). In the control group, the traditional teaching method was used for clinical teaching, which was conducted by general ward rounds and knowledge lectures. The observation group adopted the CBL combined with 3-min+task teaching method. The two groups were compared for their theory and manipulation examination. The teaching efficiency and satisfaction of students on clinical teaching were surveyed by using questionnaire. Results There was no significant difference between the basic knowledge and electrocardiogram reading(P>0.05), the scores of student' s cases analysis and clinical manipulative skills(including consultation techniques, cardiac physical examination, cardiopulmonary resuscitation and electrical defibrillation) in observation group were higher than those in control group(all P<0.05). The questionnaire showed that the improvement of student's professional knowledge, clinical thinking ability, clinical skills, learning interest, self-study ability, ability of solving problems and physician-patient communication ability in observation group were better than those in control group(all P<0.05), the satisfaction of teaching methods was also higher than that of the control group. Conclusion The application of CBL combined with 3-min+task teaching method can effectively stimulate students' interest in learning, improve the students' professional knowledge and manipulative skills, which is an effective and satisfying method for clinical teaching, and is worth promoting and applying in the teaching of clinical interns.