Application of PBL and CBL in ultrasonic medical teaching
-
摘要:
目的 探讨在超声医学科实习、规培学员教学中开展以问题为基础的学习(problem based learning, PBL)教学法联合以病例为基础的学习(case based learning, CBL)教学法的效果。 方法 选取2020年1—12月于蚌埠医学院第一附属医院超声医学科实习、规培的学员50名为研究对象，按随机数字表法分为观察组与对照组，每组25人。对照组以传统教学方式进行教学，观察组采取PBL结合CBL教学模式进行教学。通过理论考核，对超声基础知识和专业知识的掌握情况、操作技巧能力的掌握情况进行考察。同时在教学结束后，以问卷调查表的形式，对2组学员在超声理论知识的掌握、学习兴趣情况、解决实际问题能力、自主学习能力、团队合作能力、临床技能的提高、总体满意度等方面进行了解及分析，综合判断学员对教学模式的满意度。 结果 观察组学员的考核成绩分别为(83.45±8.45)分、(84.86±8.28)分和(85.25±5.26)分，均高于对照组的考核成绩[(76.45±5.78)分、(74.35±6.68)分和(76.45±4.38)分]，差异有统计学意义(均P < 0.05)。观察组所有学员对采取PBL结合CBL教学模式的评价均为良好。 结论 与传统教学方式相比，在超声医学科教学中采用PBL结合CBL教学模式进行教学更能够促进学生综合能力的培养，取得良好的教学效果，值得推广应用。 -
关键词:
- 以问题为基础的学习教学法 /
- 以病例为基础的学习教学法 /
- 超声医学科 /
- 临床教学
Abstract:Objective To explore the effect of problem based learning (PBL) combined with case based learning (CBL) teaching method in the training of ultrasonic medicine practice students. Methods Fifty students undergoing ultrasonic medicine practice and training in the First Affiliated Hospital of Bengbu Medical College from January 2020 to December 2020 were selected. They were randomly divided into experimental group and control group according to random allocation method, with 25 participants in each group. The control group adopted traditional teaching methods according to the teaching syllabus, whilst the experimental group adopted PBL combined with CBL teaching mode. The teaching effects of the two teaching modes were compared through theoretical assessment and questionnaire survey. The ultrasound basic knowledge and professional knowledge of the mastery of the situation, operational skills to the master of the situation were investigated through theoretical assessment. At the end of teaching, the ultrasound theory knowledge, learning interests, ability to solve practical problems, self-learning ability, teamwork ability, clinical skills improvement, overall satisfaction of the two groups were analysed by questionnaire. The students' satisfaction with the teaching model was comprehensively judged. Results The scores of the experimental group were (83.45±8.45) points, (84.86±8.28) points and (85.25±5.26) points, which were higher than those of the control group [(76.45±5.78) points, (74.35±6.68) points and (76.45±4.38) points], and the difference was statistically significant (all P < 0.05). The survey and evaluation of all students in the experimental group showed excellent results of PBL combined with CBL. Conclusion In the teaching of ultrasound medicine, the teaching mode of PBL combined with CBL can promote the cultivation of students' comprehensive ability more than the traditional teaching mode, and has achieved good teaching effect, which is worthy of popularisation and application. -
Key words:
- Problem based learning /
- Case based learning /
- Medical ultrasound /
- Clinical teaching
-
表 1 超声医学科学员一般资料比较
组别 例数 性别(例) 年龄(x±s，岁) 临床经验 男性 女性 对照组 25 13 12 21.62±7.60 无 观察组 25 14 11 22.42±8.20 无 统计量 0.081a 0.358b P值 0.777 0.722 注: a为χ2值，b为t值。 
下载: 导出CSV
表 2 2组学员各项考核成绩比较(x±s，分)
组别 例数 超声基础知识 专业知识 操作技巧能力 对照组 25 76.45±5.78 74.35±6.68 76.45±4.38 观察组 25 83.45±8.45 84.86±8.28 85.25±5.26 t值 3.419 4.939 6.428 P值 0.001 ＜0.001 ＜0.001
下载: 导出CSV
表 3 2组学员调查问卷情况比较(x±s，分)
组别 例数 学习兴趣情况 学习气氛情况 解决实际问题能力 自主学习能力 团队合作能力 对照组 25 7.19±1.35 6.68±1.12 7.36±1.12 7.32±1.23 6.68±1.16 观察组 25 8.28±1.14 7.97±1.15 8.28±1.28 8.30±0.95 7.98±1.28 t值 3.084 4.018 2.705 3.153 3.763 P值 0.003 ＜0.001 0.009 0.003 0.006
下载: 导出CSV
-
[1] 龚道元, 王晓娟, 杨安平, 等. 加强医学检验专业新生专业思想和专业素质教育的探索与实践[J]. 卫生职业教育, 2019, 37(9): 51-53. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDYX201909026.htm [2] 马艳辉, 吴洁, 贾宾, 等. 模拟培训联合PBL教学法在麻醉专业住院医师超声引导神经阻滞教学中的应用[J]. 北京医学, 2019, 41(8): 751-753. https://www.cnki.com.cn/Article/CJFDTOTAL-BJYX201908041.htm [3] 孙丽丽, 王帅, 张淑伟, 等. PBL结合数据库在超声教学中的应用研究[J]. 中国继续医学教育, 2019, 11(13): 27-29. doi: 10.3969/j.issn.1674-9308.2019.13.012 [4] 胡凯峰, 许力, 夏亚斌, 等. CBL联合PBL教学法在普外科住院医师规范化培训中的应用[J]. 中华全科医学, 2020, 18(5): 849-851, 870. https://www.cnki.com.cn/Article/CJFDTOTAL-SYQY202005040.htm [5] 陶言言, 郭晋, 张弘, 等. PBL联合CBL教学法在急诊医学临床教学中的应用价值[J]. 中华全科医学, 2021, 19(1): 128-130, 140. https://www.cnki.com.cn/Article/CJFDTOTAL-SYQY202101037.htm [6] 杨静, 于泽顺. PBL和LBL双轨教学法在肿瘤教学中的应用[J]. 中国继续医学教育, 2021, 13(22): 53-56. doi: 10.3969/j.issn.1674-9308.2021.22.014 [7] TSIGARIDES J, WINGFIELD L R, KULENDRAN M. Does a PBL-based medical curriculum predispose training in specific career paths: A systematic review of the literature[J]. BMC Res Notes, 2017, 10(1): 24-26. doi: 10.1186/s13104-016-2348-0 [8] 李小军. CBL联合PBL的双轨教学法在胸外科临床教学中的应用[J]. 中华全科医学, 2019, 17(8): 1396-1398. https://www.cnki.com.cn/Article/CJFDTOTAL-SYQY201908042.htm [9] IBRAHIM M E, AL-SHAHRANI A M, ABDALLA M E, et al. The effectiveness of problem-based learning in acquisition of knowledge, soft skills during basic and preclinical sciences: Medical students'points of view[J]. Acta Inform Med, 2018, 26(2): 119-124. doi: 10.5455/aim.2018.26.119-124 [10] 徐亚丽, 何颖, 潘旭, 等. 超声医学科住院医师规范化培训之思考[J]. 临床超声医学杂志, 2018, 20(6): 425-426. doi: 10.3969/j.issn.1008-6978.2018.06.024 [11] 姚延峰, 刘学, 杜瑛, 等. PBL教学法在超声住院医师规范化培训心脏超声教学中的应用[J]. 临床超声医学杂志, 2018, 20(8): 567-568. doi: 10.3969/j.issn.1008-6978.2018.08.022 [12] 常莹, 杨敬春, 王玲, 等. PBL教学结合超声医学数据库在超声教学中的应用研究[J]. 医学研究杂志, 2018, 47(3): 181-183. https://www.cnki.com.cn/Article/CJFDTOTAL-YXYZ201803052.htm [13] 陈寒冰, 马麒, 刘松涛. PBL教学法在超声医学医师规范化培训中的应用[J]. 中国继续医学教育, 2019, 11(2): 1-2. https://www.cnki.com.cn/Article/CJFDTOTAL-JXUY201902001.htm [14] 金爱萍, 叶莎, 张晓辉, 等. 单病CBL结合PBL教学模式在老年心内科住院医师培训中的应用探讨[J]. 中国医学教育技术, 2021, 35(4): 503-507. https://www.cnki.com.cn/Article/CJFDTOTAL-ZYXJ202104023.htm [15] 刘晶, 司斯, 孟涛, 等. 国内CBL教学在住院医师规范化培训中应用效果的系统评价[J]. 卫生职业教育, 2018, 36(12): 130-133. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDYX201812067.htm -
点击查看大图
表(3)
计量
- 文章访问数: 151
- HTML全文浏览量: 112
- PDF下载量: 10
- 被引次数: 0
