CBL联合阶段性目标教学在传染病学实习中的应用

胡文龙; 陈仁琼; 朱正云; 张婷婷

doi:10.16766/j.cnki.issn.1674-4152.002472

CBL联合阶段性目标教学在传染病学实习中的应用

doi: 10.16766/j.cnki.issn.1674-4152.002472

1.
徐州医科大学附属连云港医院连云港市第一人民医院皮肤科，江苏连云港 222002
2.
徐州医科大学附属连云港医院连云港市第一人民医院感染性疾病科，江苏连云港 222002

基金项目:

国家自然科学基金青年基金项目 82002181

详细信息

通讯作者:
张婷婷，E-mail: zhangtingting2007080@126.com

中图分类号: R192
计量
- 文章访问数: 121
- HTML全文浏览量: 47
- PDF下载量: 3
- 被引次数: 0
出版历程
- 收稿日期: 2021-11-20
- 网络出版日期: 2022-09-05

Application of case-based learning mode combined with stage goal teaching method in the practice of infectious diseases

1.
Department of Dermatology, the Affiliated Lianyungang Hospital of Xuzhou Medical University/The First People's Hospital of Lianyungang, Jiangsu 222002, China

摘要

摘要: 目的观察案例为基础的教学法(case based learning，CBL)联合阶段性目标教学法在传染病学实习生带教中的策略与应用效果。方法选择2018年7月—2019年7月徐州医科大学附属连云港医院实习的160名本科医学生为研究对象，采用随机数字表法随机分为2组，即观察组(80例，采用CBL结合阶段性目标教学法)和对照组(80例，采用传统带教法)。对比2组学员的理论考试成绩、病例分析能力和临床技能能力成绩，分析观察组教学满意度。结果观察组和对照组的入科理论考试成绩相近，分别为(86.66±4.57)分和(87.50±1.29)分，差异无统计学意义(t=-1.576，P=0.118)，实习结束后观察组理论考试成绩为(36.25±1.71)分，高于对照组理论成绩[(32.50±3.11)分]，差异有统计学意义(t=9.338，P < 0.001)；观察组的案例分析能力成绩[(25.23±1.82)分]和临床操作考核成绩[(28.50±2.16)分]均明显高于对照组[(19.50±3.44)分、(24.65±4.08)分]，差异均有统计学意义(t=13.150、7.458，均P < 0.001)。观察组的问卷调查显示该教学方法有助于提高学习积极性、临床思维和实践运用能力。结论 CBL联合阶段性目标教学方法能提高传染病学实习生的案例分析和临床操作能力，提升传染病专科知识掌握程度，同学对教学满意度较高，大部分希望继续使用该教学方法。
- 案例为基础的教学法 /
- 阶段性目标教学法 /
- 传染病学
Abstract: Objective To observe the application of case-based learning(CBL) combined with stage goal teaching method in the practice of infectious diseases. Methods A total of 160 students who participated in the practice of infectious diseases in a third-class hospital from July 2018 to July 2019 were selected as the research objects. All students were randomly divided into two groups by random digital table method: the observation group (n=80, case-based learning combined with stage goal teaching method) and the control group (n=80, traditional teaching method). The scores of theoretical examination, case analysis and clinical skills of the two groups were compared, and the teaching satisfaction of the observation group was collected. Results The scores in the entrance theory test of the observation group and the control group were similar [(86.66±4.57) points and (87.50±1.29) points, respectively], with no significant difference (t=-1.576, P=0.118). After the practice, the theoretical scores of the observation group were slightly higher [(36.25±1.71) points] than the control group [(32.50±3.11) points], the difference was significant (t=9.338, P < 0.001). The scores of case analysis ability [(25.23±1.82) points] and clinical operation examination [(28.50±2.16) points] in the observation group were significantly higher than those in the control group [(19.50±3.44) points and (24.65±4.08) points, t=13.150, 7.458, all P < 0.001]. The questionnaire survey of the observation group showed that this teaching method helped to improve learning enthusiasm, clinical thinking and practical application ability. Conclusion CBL combined with stage goal teaching method can improve the case analysis and clinical operation ability, and improve the mastery of specialised knowledge of infectious diseases. Students are highly satisfied with teaching, and most hope to continue to use this teaching method.
- Case based learning /
- Stage goal teaching method /
- Infectious diseases

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表 1 2组学员一般情况比较

Table 1. The general situation of the two groups was compared

组别	人数	性别(人)		年龄(x±s，岁)	入科理论成绩(x±s, 分)
组别	人数	男性	女性	年龄(x±s，岁)	入科理论成绩(x±s, 分)
观察组	80	48	32	21.40±1.14	86.66±4.57
对照组	80	46	34	22.20±0.84	87.50±1.29
统计量		0.103^a		-1.265^b	-1.576^b
P值		0.748		0.233	0.118
注：^a为χ²值，^b为t值。

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表 2 2组学员综合能力比较(x±s, 分)

Table 2. Comparison of comprehensive ability between the two groups (x±s, scores)

组别	人数	理论考试	案例分析能力	临床技能考核
观察组	80	36.25±1.71	25.23±1.82	28.50±2.16
对照组	80	32.50±3.11	19.50±3.44	24.65±4.08
t值		9.338	13.150	7.458
P值		< 0.001	< 0.001	< 0.001

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表 3 观察组学员对CBL联合阶段性目标教学法教学的问卷结果

Table 3. Questionnaire results of CBL combined with phased target teaching method in the observation group

项目	分级(人)			总满意率(%)
项目	非常满意	基本满意	不满意	总满意率(%)
助于提高学习效率	20	24	36	55.0
助于提高学习积极性	31	29	20	75.0
助于提高临床思维能力	43	20	17	78.8
助于提高实践运用能力	42	19	19	76.3
希望继续采用这种方法	48	16	16	80.0

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