CBL在麻醉学临床见习教学中的应用

目的探讨以案例为基础的学习（ease—basedlearning，CBL）在麻醉学临床见习教学中的应用和效果。方法选取2008级和2009级麻醉学系本科生313名，采用随机数字表法将其分为CBL组（157人）和LBL组（156人），分别实施CBL教学和传统教学。授课结束后，对2组学生采用理论考试和问卷调查相结合的方法进行教学效果的评价，对任课教师采用问卷调查进行CBL教学的认知和评价。采用SPSS17．0软件进行统计学处理。计量资料以均数±标准差表示，组间比较采用t检验，计数资料组间比较采用矿检验，以P〈0．05为差异有统计学意义。结果CBL组学生理论考试成绩（86．7±5．4）分，明显高于LBL组的（75．8±4．5）分。CBL组82％的学生认为综合素质得到提高，LBL组仅有42％，差异具有统计学意义（P〈0．05）。75％的任课教师认为CBL的教学效果更好。结论CBL教学效果优于传统教学法，师生接受度均较高。

Application of case.based learning in clinical probation of anesthesiology

Objective To investigate the effects of case-based learning （CBL） applied in the clinical probation of anesthesiology. Methods Totally 313 undergraduates from the department of an- esthesiology were randomly divided into 2 groups： CBL group （n = 157 ） and LBL group （n = 156）. CBL methods were used to teach students in CBL group while traditional teaching methods were used to teach students in LBL group. After the causes being finished, a combination of theoretical examination and questionnaire were used to evaluate the teaching effectiveness between the two groups and a ques- tionnaire was used to evaluate the recognition of teachers on CBL method. Data were managed by SPSS 17.0 software package. Quantitative data between groups were compared by t-test, enumeration data between groups were compared by chi-square test. Results Students in CBL group acquired higher score （86.7 ± 5.4） than those in LBL group （75.8 ± 4.5）. 82% students in CBL group considered that their overall quality was improved while 42% students in the LBL group thought so （ P 〈 0.05 ）. 75% of faculties preferred the CBL methods. Conclusions Effect of CBL methods is better than tradi- tional teaching methods and it＇s preferred by faculty and students.