CBL联合PBL带教模式在本科实习带教中的应用

目的探究案例式教学(case-based learning,CBL)联合探讨问题式学习(problem-based learning,PBL)带教模式在临床本科生实习带教中的应用效果,为实习生的临床带教提供指导。方法选取2019年1月—2019年6月来本科实习的60名临床本科实习生进行研究。按照简单随机分组法分为观察组和对照组,每组各30名。对照组进行传统的教学方法,而观察组进行CBL联合PBL的教学方法。实习期满后,对两组实习生进行综合测评,并通过问卷调查的方式了解对学生对带教方法的教学效果评价以及教学满意度。结果观察组实习生的基础知识测试成绩和技能操作成绩均明显高于对照组,观察组学生的课堂活跃度、学习兴趣以及知识理解能力评分均明显高于对照组,实习生对带教满意率明显高于对照组,差异有统计学意义(P<0.05)。结论CBL联合PBL的教学模式有助于学生对知识的理解,加强动手操作的能力,能显著提高实习生的理论及操作成绩,提升临床的教学质量及教学满意度。

Application of CBL and PBL Teaching Mode in Undergraduate Practice Teaching

Objective To explore the application effect of Case-based Learning(CBL)combined with problem-based learning(PBL)teaching mode in clinical undergraduate internship teaching.and provides guidance for interns'clinical teaching.Methods A total of 60 clinical undergraduate interns from January 2019 to June 2019 were selected for research,divided into observation group and control group according to simple random grouping method,30 in each group.The control group used the traditional teaching method,the observation group performed the teaching method of CBL combined with PBL.After the expiration of the internship period,a comprehensive evaluation of the two groups of interns was conducted,and the evaluation of the teaching effect and the teaching satisfaction of the students on the teaching method were learned through questionnaires.Results The basic knowledge test scores and skill operation scores of the observation group were significantly higher than the control group,the classroom activity,learning interest and knowledge comprehension ability scores of the observation group were significantly higher than the control group,and the interns'satisfaction rate with teaching was significantly higher than the control group,the difference was statistically significant(P<0.05).Conclusion The teaching mode of CBL combined with PBL can help students understand the knowledge and strengthen the ability of handson operation,can significantly improve the theoretical and operational results of the interns,improve the clinical teaching quality and teaching satisfaction.