CPBL教学模式结合3D-Body解剖软件在骨科临床教学中的应用

张衡; 刘扬; 姜靓翎; 官建中; 周建生

doi:10.16766/j.cnki.issn.1674-4152.000569

CPBL教学模式结合3D-Body解剖软件在骨科临床教学中的应用

doi: 10.16766/j.cnki.issn.1674-4152.000569

1. 蚌埠医学院第一附属医院骨科蚌埠医学院系统外科学教研室, 安徽蚌埠 233004;
2. 蚌埠医学院就业指导教研室, 安徽蚌埠 233000

基金项目:

安徽省高校省级人文社会科学研究项目(SK2018A0185)

详细信息

通讯作者:
周建生,E-mail:zhoujs12399@163.com

中图分类号: R192;R68
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- 文章访问数: 234
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- 被引次数: 0
出版历程
- 收稿日期: 2018-06-22
- 网络出版日期: 2022-08-06

Application of CPBL teaching model combined with 3D-Body anatomy software in orthopedic clinical teaching

Department of Orthopedics, the First Affiliated Hospital of Bengbu Medical College, Systemic Surgery Teaching and Research Department of Bengbu Medical College, Bengbu, Anhui 233004, China

摘要

摘要: 目的探讨CPBL(case and problem based learning)教学模式结合3D-Body解剖软件在骨科临床实习教学中的教学效果。方法选取2017年1-12月期间在蚌埠医学院第一附属医院骨科实习的五年制临床医学专业76名学生为研究对象,随机分为LBL(lecture based learning)教学模式组和CPBL教学模式组,每组38人,用两种教学模式分别实施骨科临床教学,实习结束后进行考核,通过比较学生基础知识、病例分析、病史采集、临床技能操作专业考核成绩评价教学方法,通过对激发学习兴趣、提高自学能力、提高临床思维能力、提高临床操作能力4个方面的问卷调查评价教学效果,并通过对教学模式、教学效果满意度测评评价教学满意度。结果 CPBL教学组学生的基础知识、病例分析、病史采集、临床技能操作4项专业考试成绩均高于LBL教学组(P<0.05);CPBL教学组学生在学习兴趣、自学能力、临床思维能力、临床操作能力方面的提高均明显优于LBL教学组(P<0.05)。CPBL教学模式组较LBL教学模式组教学效果满意度更高(P<0.05)。结论 CPBL教学模式结合3D-Body解剖软件在骨科临床实习教学中的应用能有效激发学生学习兴趣,调动学生学习的主观能动性,提高学生的自学能力和独立分析解决问题的能力,教学效果良好,是骨科临床教学中优秀的教学方法之一。
- CPBL /
- 教学模式 /
- 3D-Body /
- 骨科临床教学
Abstract: Objective To explore the teaching efficiency of case and problem based learning (CPBL) teaching model combined with 3D-Body anatomy software in orthopedic clinical teaching. Methods During January, 2017 to December, 2017, 76 undergraduates who majored in five-year clinical medicine in our hospital for orthopaedic practice were selected in the research. These students were randomly divided into lecture based learning (LBL) teaching mode group and CPBL teaching model group. Each group had 38 students. Orthopedic clinical teaching was carried out respectively with two teaching modes. After the clinical practice teaching, teaching models were evaluated by comparing examination results of basic clinical knowledge, cases analysis, cases history-taking, clinical manipulative skills of students in two groups and teaching efficiency was evaluated via questionnaire involving four aspects which contained learning interest stimulation, self-study ability promotion, and improvement of clinical thinking ability and clinical manipulative skills. Teaching satisfaction was evaluated via questionnaire of teaching model and efficiency. Results The scores of student's basic clinical knowledge, cases analysis, cases history-taking, clinical manipulative skills in CPBL teaching model group were higher than those in LBL teaching model group (P<0.05). The improvement of student's learning interest, self-study ability, clinical thinking ability and clinical manipulative skills in CPBL teaching model group were better than those in LBL teaching model group (P<0.05). The teaching satisfaction of CPBL group was higher than that of LBL group (P<0.05). Conclusion The application of CPBL teaching model combined with 3D-Body anatomy software in orthopedic clinical teaching can effectively stimulate students' learning interest and initiative, improve the students' self-study ability and enhance the ability of solving problem independently. CPBL teaching model is one of good methods for orthopedic clinical teaching for its excellent teaching effect.
- Case and problem based learning /
- Teaching model /
- 3D-Body /
- Orthopedic clinical teaching