案例教学方法在原发性肝癌临床教学中的应用

目的：比较传统教学法（lecture based learning，LBL）和案例教学法（case-based learning，CBL）在原发性肝癌（HCC）临床教学中的应用效果。 方法：选择2008年1月—2015年10月在解放军总医院介入放射科进行实习的研究生及进修生146名为研究对象，分别采用了LBL和CBL教学方法对其进行HCC相关知识教学，通过试卷考核及调查问卷，比较两种教学方法的教学效果。 结果：CBL组学生的的基础理论成绩为（80.1±10.1）分，高于LBL组学生的（75.1±9.7）分，差异有统计学意义（t=2.6，P=0.02）；CBL组学生的临床应用考试成绩为（86.8±6.4）分，高于LBL组的（73.3±10.9）分，差异有统计学意义（t=3.4，P<0.001）。学生对CBL的总体评价更高，尤其是在提高自主学习能力、激发学习兴趣、加深对HCC的理解和肝动脉灌注化疗栓塞治疗等方面（P < 0.05）。 结论：CBL在HCC介入诊疗临床教学中的效果优于LBL，值得在HCC的临床教学中应用及推广。

The application value of the case-based learning in the clinical teaching of hepatocellular carcinoma

Objective:To compare the outcome of lecture-based learning(LBL) and case-based learning(CBL) in the clinical teaching of hepatocellular carcinoma(HCC). Methods:LBL and CBL were used in the teaching class of HCC to 146 interns and visiting fellows in our department. The teaching outcome were compared by the examination and questionnaire. Results:The basic theoretical results of the two groups of LBL and CBL were (75.1±9.7) and (80.1±10.1), respectively; showing statistical significance (t = 2.6, P = 0.02). The results of clinical application of LBL and CBL in two groups were (73.3±10.9) and (86.8±6.4), respectively; with statistical significance (t = 3.4, P < 0.001). The results of the basic theory and clinical application of CBL group were better than those of group LBL (P < 0.05). Students in the CBL group showed a better understanding of the basic theory and clinical application of transarterial chemoembolization in hepatocellular carcinoma than the LBL group, while the overall evaluation of CBL was also higher than LBL(P < 0.05). Conclusions:The CBL in clinical teaching of HCC interventional diagnosis and treatment is superior to LBL, and it’s worth to promote in the clinical teaching.