案例教学法在皮肤性病学临床教学中的应用

目的探究以案例为基础的案例教学法(CBL)在皮肤性病学临床教学中的应用。方法以本院皮肤科CBL实施时间(2019年11月)为界线,将实施前(2019年5月—2019年10月)于本院接受传统讲授教学的55例临床专业学生纳入对照组,将实施后(2019年11月—2020年4月)入组的55例临床专业学生纳入观察组。两组教学共16学时,比较两组学生实习前、学期结束时的职业认知程度变化,并记录其学期结束时的考试成绩、对见习教学内容的评价与教学满意度情况。结果学期结束时,两组学生大学生职业成熟度量表各维度评分均较实习前显著提升(P<0.05),且观察组(职业目标、职业自信、职业自主、职业价值)评分明显高于同期对照组(P<0.05);观察组学生考试成绩各题型得分及总分均明显高于对照组(P<0.05);观察组学生认为其教学模式对理论知识的巩固、临床思维的建立、学习效率的提高、学习能力的提高、学习潜能的激发有帮助(P<0.05);观察组学生总满意度高于对照组(P<0.05)。结论CBL教学模式可明显提高皮肤科临床教学质量,提升实习学生的职业认知程度及考核成绩,且教学满意度较高。

Application of Case-based Learning in Clinical Teaching of Dermatovenerology

Objective To explore the application of case-based learning(CBL)in clinical teaching of dermatovenerology.Methods Taking the implementation time(November 2019)of CBL in department of dermatology of this hospital as the boundary,55 clinical medical students who received traditional teaching in this hospital before the implementation(from May 2019 to October 2019)were included in control group,and 55 clinical medical students enrolled after the implementation(from November 2019 to April 2020)were included in observation group.There were a total of 16 class hours of teaching in the two groups.The changes of career cognition before internship and at the end of the semester were compared between the two groups,and the examination results at the end of the semester,the evaluation of probation teaching content and teaching satisfaction were recorded.Results At the end of the semester,the scores of dimensions of career maturity inventory of college students in the two groups were significantly improved compared with those before internship(P<0.05),and the scores(career goals,career selfconfidence,career autonomy,career value)in observation group were significantly higher than those in control group during the same period(P<0.05).The scores of question types and total score of student examination results in observation group were significantly higher than those in control group(P<0.05).The students in observation group believed that the teaching model could help consolidate theoretical knowledge,establish clinical thinking,improve learning efficiency and learning ability,and stimulate the learning potential(P<0.05).The total satisfaction of students in observation group was higher than that in control group(P<0.05).Conclusion CBL teaching model can significantly improve the quality of clinical teaching in department of dermatology,and enhance the career cognition and assessment scores of intern students,with high teaching satisfaction.