PBL结合CBL及情景式教学在妇产科实习带教中的应用

林路; 胡晓文; 何玉

doi:10.16766/j.cnki.issn.1674-4152.002653

PBL结合CBL及情景式教学在妇产科实习带教中的应用

doi: 10.16766/j.cnki.issn.1674-4152.002653

蚌埠医学院第一附属医院妇产科，安徽蚌埠 233004

基金项目:

安徽省高等学校省级质量工程项目 2017jyxm1399

详细信息

通讯作者:
何玉, E-mail: heyu1972@163.com

中图分类号: R192 R71
计量
- 文章访问数: 127
- HTML全文浏览量: 34
- PDF下载量: 11
- 被引次数: 0
出版历程
- 收稿日期: 2022-03-25
- 网络出版日期: 2022-11-29

Application of PBL combined with CBL and situational teaching in practice teaching of obstetrics and gynecology

Department of Obstetrics and Gynecology, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

摘要

摘要: 目的在妇产科临床实习带教中应用以问题为基础的学习(problem-based learning，PBL)结合病例导入式学习(case-based learning，CBL)及情景式教学，并对教学效果进行分析。方法将在蚌埠医学院第一附属医院妇产科实习的2020级本科实习生62名作为对照组，在实习带教中采用传统的教学模式; 将同在蚌埠医学院第一附属医院妇产科实习的2021级本科实习生62名作为观察组，在临床实习带教中采用全新的PBL结合CBL及情景式教学的教学方法。对2组实习生的综合考核成绩及教学满意度进行统计学比较与分析。结果观察组实习生在综合测评成绩、对教学方法的综合满意度方面的评价均明显高于对照组(均P＜0.05);观察组实习生理论知识考核[(90.62±3.75)分]、实践技能考核[(89.88±5.13)分]明显高于对照组[(81.44±6.93)分与(76.41±5.80)分]，2组间差异有统计学意义(均P＜0.05)。结论在妇产科临床实习带教中打破常规，创新思维，紧跟时代步伐，将以问题为基础的学习、病例导入式学习、情景模拟教学等多种教学模式合理融合应用，能进一步提高实习生的理论知识考核及实践知识考核成绩，同时也提高了实习生对于教学的综合满意度，提升妇产科临床实习的带教质量，从而为培养出高素质综合技能型医学人才奠定坚实的基础。
- 妇产科 /
- 实习带教 /
- 以问题为基础的学习 /
- 病例导入式学习 /
- 情景模拟教学
Abstract: Objective To apply problem-based learning (PBL) combined with case-based learning (CBL) and situational teaching in clinical practice teaching of obstetrics and gynecology, and analyze the teaching effect. Methods A total of 62 undergraduate interns of grade 2020 who were practicing in the Department of Obstetrics and Gynecology of the First Affiliated Hospital of Bengbu Medical College were used as the control group, and the traditional teaching mode was adopted in the practice teaching. A total of 62 undergraduate interns from grade 2021 who were also practicing in the Department of Obstetrics and Gynecology of the First Affiliated Hospital of Bengbu Medical College were selected as the observation group. PBL combined with CBL and situational teaching methods was adopted. The results of comprehensive assessment and teaching satisfaction of interns in the two groups were statistically compared and analyzed. Results The interns in the observation group were significantly higher than those in the control group in terms of comprehensive evaluation results and comprehensive satisfaction with teaching methods (all P < 0.05). The theoretical knowledge and practical skills of interns in the observation group [(90.62±3.75) points and (89.88±5.13) points] were significantly higher than those in the control group [(81.44±6.93) points and (76.41±5.80) points], the difference was statistically significant (all P < 0.05). Conclusion Breaking the routine, innovating thinking, keeping up with the pace of the times and reasonably integrating and applying a variety of teaching modes such as problem-based learning, case-based learning and situational simulation teaching in the teaching of clinical practice of obstetrics and gynecology can improve the examination results of interns'theoretical knowledge and practical knowledge, improve the interns'comprehensive satisfaction with teaching and improve the teaching quality of clinical practice of obstetrics and gynecology, so as to lay a solid foundation for cultivating high-quality comprehensive skilled medical talents.
- Obstetrics and gynecology /
- Practice teaching /
- Problem-based learning /
- Case-based learning /
- Situational simulation teaching

HTML全文

表 1 2组实习生基本资料比较

Table 1. Comparison of the basic information of the two groups of interns

组别	例数	性别(例)		年龄(x±s，岁)	学历(例)
组别	例数	男生	女生	年龄(x±s，岁)	本科	专科
观察组	62	20	42	20.8±0.72	49	13
对照组	62	24	38	20.9±0.76	47	15
统计值		0.564^a		0.269^b	0.185^a
P值		0.453		0.789	0.668
注：^a为χ²值，^b为t值。

下载: 导出CSV

表 2 2组实习生综合测评成绩比较(x±s，分)

Table 2. Comparison of the results of the comprehensive evaluation between the two groups of interns (x±s, points)

组别	例数	理论知识	病历书写	沟通能力	实操能力
观察组	62	7.62±1.23	7.47±0.88	7.59±0.47	7.82±0.92
对照组	62	8.91±1.31	9.06±0.86	8.86±0.65	9.34±0.36
t值		4.613	11.362	21.171	15.229
P值		＜0.001	＜0.001	＜0.001	＜0.001

下载: 导出CSV

表 3 2组实习生对实习带教的满意度比较[例(%)]

Table 3. Comparison of the satisfaction of the two groups of interns to the practice teaching [cases (%)]

组别	例数	激发学习兴趣	培养创新思维	提高自主学习能力	提高实践操作能力	提高沟通能力	提高问题解决能力
观察组	62	53(85.48)	50(80.65)	47(75.81)	45(72.58)	50(80.65)	44(70.97)
对照组	62	62(100.00)	62(100.00)	61(98.39)	59(95.16)	60(96.77)	58(93.55)
χ²值		7.668	11.164	12.127	10.075	6.522	9.339
P值		0.006	＜0.001	＜0.001	0.002	0.011	0.002

下载: 导出CSV

参考文献(18)

[1]	郭建平, 刘权祥, 李增新, 等. 骨科临床实习教学的PBL教学模式设计及应用[J]. 中国地方病防治杂志, 2017, 32(12): 1341-1342. https://www.cnki.com.cn/Article/CJFDTOTAL-DYBF201712012.htm GUO J P, LIU Q X, LI Z X, et al. Design and application of PBL teaching model in orthopedic clinical practice teaching[J]. Chinese Journal of Control of Endemic Diseases, 2017, 32(12): 1341-1342. https://www.cnki.com.cn/Article/CJFDTOTAL-DYBF201712012.htm
[2]	徐俊昌, 吴桂华. 情景体验式教学结合PBL教学模式在骨科临床带教中的效果评价[J]. 中国药房, 2016, 27(9): 1288-1290. https://www.cnki.com.cn/Article/CJFDTOTAL-ZGYA201609046.htm XU J C, WU G H. Evaluation of the effect of scenario-experiential teaching combined with pbl on orthopedic clinical internship[J]. China Pharmacy, 2016, 27(9): 1288-1290. https://www.cnki.com.cn/Article/CJFDTOTAL-ZGYA201609046.htm
[3]	王鹏, 谢卫红, 宋春花. PBL教学模式结合案例教学法在研究生临床流行病学教学中的应用效果[J]. 中国地方病防治杂志, 2017, 32(10): 1188, 1190. https://www.cnki.com.cn/Article/CJFDTOTAL-DYBF201710067.htm WANG P, XIE W H, SONG C H. Application effect of PBL teaching model combined with case teaching method in clinical epidemiology teaching of graduate students[J]. Chinese Journal of Control of Endemic Diseases, 2017, 32(10): 1188, 1190. https://www.cnki.com.cn/Article/CJFDTOTAL-DYBF201710067.htm
[4]	吕海辰, 赵吉, 孙伟, 等. CBL、PBL结合循证医学教学模式在肿瘤心脏病学医师培训中的探索与应用[J]. 重庆医学, 2019, 48(24): 4297-4299. doi: 10.3969/j.issn.1671-8348.2019.24.038 LYU H C, ZHAO J, SUN W, et al. Exploration and application of CBL and PBL combined evidence-based medicine teaching mode in the training of tumor cardiology physicians[J]. Chongqing Medicine, 2019, 48(24): 4297-4299. doi: 10.3969/j.issn.1671-8348.2019.24.038
[5]	袁华, 牟翔, 赵晨光, 等. PBL结合CBL教学法在康复治疗专业实习教学中的应用[J]. 中国康复医学杂志, 2019, 34(9): 1077-1079. doi: 10.3969/j.issn.1001-1242.2019.09.013 YUAN H, MOU X, ZHAO C G, et al. Application of PBL combined with CBL teaching method in practiceteaching of rehabilitation therapy[J]. Chinese Journal of Rehabilitation Medicine, 2019, 34(9): 1077-1079. doi: 10.3969/j.issn.1001-1242.2019.09.013
[6]	孙燕妮, 宋娟, 韩敏, 等. 情景模拟式教学程序联合以问题为基础的学习模式在心肺复苏教学中的应用效果[J]. 中国中西医结合急救杂志, 2019, 26(6): 727-729. doi: 10.3969/j.issn.1008-9691.2019.06.024 SUN Y N, SONG J, HAN M, et al. Application effect of situation simulation teaching procedure combined with problem-based learning mode in teaching cardiopulmonary resuscitation training[J]. Chinese Journal of Integrated Traditional and Western Medicine in Intensive and Critical Care, 2019, 26(6): 727-729. doi: 10.3969/j.issn.1008-9691.2019.06.024
[7]	顾卫琼, 石娟, 梅文瀚, 等. 情境式教学法在内分泌代谢性疾病临床教学中的应用及体会[J]. 诊断学理论与实践, 2017, 16(3): 338-341. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDLS201703021.htm GU W Q, SHI J, MEI W H, et al. Application of scenario-based training in endocrine and metabolic diseases education[J]. Journal of Diagnostics Concepts & Practice, 2017, 16(3): 338-341. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDLS201703021.htm
[8]	蔡燕, 蔡均. ISBAR标准化沟通工具在妇科护生沟通能力训练中的应用效果[J]. 重庆医学, 2017, 46(11): 1575-1576. doi: 10.3969/j.issn.1671-8348.2017.11.048 CAI Y, CAI Y. Application effect of ISBAR standardized communication tool in communication ability training of gynecological nursing students[J]. Chongqing Medicine, 2017, 46(11): 1575-1576. doi: 10.3969/j.issn.1671-8348.2017.11.048
[9]	牛红萍, 赵淑媛, 周晓娜, 等. 妇科临床带教中医患沟通能力培养现状与对策[J]. 重庆医学, 2017, 46(46): 401-402. NIU H P, ZHAO S Y, ZHOU X N, et al. Current situation and countermeasures of training doctor-patient communication ability in gynecology clinical teaching[J]. Chongqing Medicine, 2017, 46(46): 401-402.
[10]	张清伟, 宋佳玉, 王锋, 等. CP结合TBL教学在妇产科学临床实习教学中的应用体会[J]. 重庆医学, 2016, 45(8): 1133-1135. https://www.cnki.com.cn/Article/CJFDTOTAL-CQYX201608046.htm ZHANG Q W, SONG J Y, WANG F, et al. Application experience of CP combined with TBL teaching in clinical practice teaching of obstetrics and Gynecology[J]. Chongqing Medicine, 2016, 45(8): 1133-1135. https://www.cnki.com.cn/Article/CJFDTOTAL-CQYX201608046.htm
[11]	胡倩倩, 李静, 贺绍君, 等. "临床实践+PBL+CBL"三轨教学法在兽医临床诊疗实习中的应用与实践[J]. 黑龙江畜牧兽医, 2018, 17(17): 209-211. https://www.cnki.com.cn/Article/CJFDTOTAL-HLJX201817058.htm HU Q Q, LI J, HE S J, et al. The application and practice of "Clinical practice +PBL+CBL" three-track teaching method in veterinary clinical practice[J]. Heilongjiang Animal Science and Veterinary Medicine, 2018, 17(17): 209-211. https://www.cnki.com.cn/Article/CJFDTOTAL-HLJX201817058.htm
[12]	白沛松, 肖菊香, 孔莺. MDT结合三轨教学模式(LBL+PBL+CBL)在恶性肿瘤患者弓形虫感染研究意义与防治教学中的探索与应用[J]. 中国地方病防治杂志, 2018, 33(5): 551, 553. https://www.cnki.com.cn/Article/CJFDTOTAL-DYBF201805039.htm BAI P S, XIAO J X, KONG Y. Exploration and application of MDT combined with three-track teaching model (LBL+PBL+CBL) in the research significance and prevention and treatment of Toxoplasma infection in patients with malignant tumor[J]. Chinese Journal of Control of Endemic Diseases, 2018, 33(5): 551, 553. https://www.cnki.com.cn/Article/CJFDTOTAL-DYBF201805039.htm
[13]	张明, 唐子人. 微信结合CBL及TBL教学法在急诊住院医师培训中的应用[J]. 中华急诊医学杂志, 2019, 28(2): 264-267. ZHANG M, TANG Z R. The influence of WeChat with CBL and TBL in the teaching of Emergency residents[J]. Chinese Journal of Emergency Medicine, 2019, 28(2): 264-267.
[14]	刘冲, 李玲, 刘力戈. 情景模拟式教学在医院内心肺复苏培训中的应用效果[J]. 北京医学, 2017, 39(3): 325-326. https://www.cnki.com.cn/Article/CJFDTOTAL-BJYX201703036.htm LIU C, LI L, LIU L G. Application effect of situational simulation teaching in cardiopulmonary resuscitation training in hospital[J]. Beijing Medical Journal, 2017, 39(3): 325-326. https://www.cnki.com.cn/Article/CJFDTOTAL-BJYX201703036.htm
[15]	王磊, 徐家新, 陈信, 等. PBL联合课间见习教学对儿科教学效果的影响[J]. 中华全科医学, 2021, 19(10): 1752-1754. doi: 10.16766/j.cnki.issn.1674-4152.002159 WANG L, XU J X, CHEN X, et al. Influence of PBL combined with interclass probation teaching on paediatric teaching effect[J]. Chinese Journal of General Practice, 2021, 19(10): 1752-1754. doi: 10.16766/j.cnki.issn.1674-4152.002159
[16]	都晓英, 唐文波, 宋涛, 等. PBL联合CBL在超声医学教学中的应用研究[J]. 中华全科医学, 2021, 19(11): 1943-1945. doi: 10.16766/j.cnki.issn.1674-4152.002207 DU X Y, TANG W B, SONG T, et al. Application of PBL and CBL in ultrasonic medical teaching[J]. Chinese Journal of General Practice, 2021, 19(11): 1943-1945. doi: 10.16766/j.cnki.issn.1674-4152.002207
[17]	唐文波, 都晓英, 高涌, 等. PBL教学法联合血管腔内模拟器在血管外科临床实习教学中的应用[J]. 中华全科医学, 2021, 19(12): 2124-2126, 2145. doi: 10.16766/j.cnki.issn.1674-4152.002252 TANG W B, DU X Y, GAO Y, et al. Application of PBL teaching method combined with endovascular simulator in clinical practice teaching of vascular surgery[J]. Chinese Journal of General Practice, 2021, 19(12): 2124-2126, 2145. doi: 10.16766/j.cnki.issn.1674-4152.002252
[18]	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. doi: 10.16766/j.cnki.issn.1674-4152.000953 LI X J. The application of CBL combined with PBL in thoracic surgery clinical teaching[J]. Chinese Journal of General Practice, 2019, 17(8): 1396-1398. doi: 10.16766/j.cnki.issn.1674-4152.000953