线上教学结合PBL及CBL教学模式在骨科教学中的应用

裴立家; 汪东; 刘扬; 周新社

doi:10.16766/j.cnki.issn.1674-4152.004061

线上教学结合PBL及CBL教学模式在骨科教学中的应用

doi: 10.16766/j.cnki.issn.1674-4152.004061

蚌埠医科大学第一附属医院骨科，安徽蚌埠 233004

基金项目:

安徽省高等学校省级质量工程项目 2021jxjy045

详细信息

通讯作者:
周新社，E-mail：greatzxs@163.com

中图分类号: R68 R192
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- 文章访问数: 25
- HTML全文浏览量: 10
- PDF下载量: 2
- 被引次数: 0
出版历程
- 收稿日期: 2025-01-18
- 网络出版日期: 2025-09-04

Application of online teaching combined with PBL and CBL in orthopedic teaching

Department of Orthopedics, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

摘要

摘要: 目的骨科疾病分支较多，涉及创伤、脊柱、关节、显微等方向，且操作技能专业化、精细化，需要拓展新的教学模式，提高临床教学效果。方法选取2023年6月—2024年9月在蚌埠医科大学第一附属医院骨科实习的临床本科生60人作为研究对象，采用随机数字表法分为对照组(30人)和实验组(30人)。对照组采用传统教学模式即带教老师口头阐述的教学模式进行带教，实验组采用线上教学结合以问题为中心的教学法(PBL)及案例教学法(CBL)教学模式进行带教。教学完成后，进行教学考核及病房内实践考核，比较2组实习生的理论测试、病例分析、医患沟通、体格检查、问诊技巧、人文关怀情况，并进行学习后自我评价调查。结果 2组实习生理论测试成绩比较差异无统计学意义(P＞0.05)，实验组病例分析分数及总成绩均高于对照组[(43.6±2.7)分vs.(41.8±3.0)分；(87.0±4.3)分vs. (84.4±5.1)分，P＜0.05]。实验组医患沟通[(7.3±1.0)分vs.(6.4±0.8)分]、体格检查[(7.8±1.1)分vs.(6.7±0.9)分]、问诊技巧[(7.6±1.0)分vs.(6.8±0.8)分]得分均高于对照组(P＜0.05)，2组人文关怀得分差异无统计学意义(P>0.05)。学习后自我评价调查显示，实验组在提高骨科学习兴趣、熟悉骨科相关知识、提升整体诊疗思维方面均优于对照组(P＜0.05)。结论在骨科实习生中采用线上教学联合PBL、CBL教学模式可以提高教学质量，促进理论与实践良好结合，提升实习生初步救治各方面的能力。
- 线上教学 /
- 以问题为中心的教学法 /
- 案例教学法 /
- 骨科学
Abstract: Objective Orthopedic diseases have many branches, involving trauma, spine, joints, and microsurgery, requiring specialized and refined operational skills. There is a need to develop new teaching models to enhance the effectiveness of clinical teaching. Methods A total of 60 clinical undergraduates who practiced in the Department of Orthopedics of the First Affiliated Hospital of Bengbu Medical University from June 2023 to September 2024 were selected as the research objects. They were divided into a control group (n=30) and an experimental group (n=30) by random number table method. The control group adopted the traditional teaching mode, that was, the teaching mode of oral explanation by the teacher, while the experimental group adopted the online teaching combined with problem-based learning (PBL) and case-based learning (CBL) teaching mode. The theoretical test, case analysis, doctor-patient communication, physical examination, inquiry skills and humanistic care of the two groups of interns were compared, and the self-evaluation survey after learning was conducted. Results There was no significant difference in theoretical test scores between the two groups (P>0.05). The case analysis score and total score of the experimental group were higher than those of the control group (43.6±2.7 vs. 41.8±3.0; 87.0±4.3 vs. 84.4±5.1, P < 0.05). The scores of doctor-patient communication (7.3±1.0 vs. 6.4±0.8), physical examination (7.8±1.1 vs. 6.7±0.9) and inquiry skills (7.6±1.0 vs. 6.8±0.8) in the experimental group were higher than those in the control group (P < 0.05). There was no significant difference in the score of humanistic care between the two groups (P>0.05). The self-evaluation survey after learning showed that the experimental group was better than the control group in improving learning interest in orthopedics, getting familiar with orthopedics related knowledge, and improving overall diagnosis and treatment thinking (P < 0.05). Conclusion Using online teaching combined with PBL and CBL teaching methods among orthopedic interns can improve teaching quality, promote a good integration of theory and practice, and enhance interns' abilities in various aspects of diagnosis and treatment.
- Online teaching /
- Problem-based learning teaching /
- Case-based learning teaching /
- Orthopaedics

HTML全文

表 1 2组实习生教学考核成绩比较(x±s，分)

Table 1. Comparison of teaching assessment results between the two groups of interns (x±s, points)

组别	人数	理论知识	病例分析	总成绩
实验组	30	43.4±2.8	43.6±2.7	87.0±4.3
对照组	30	42.5±2.6	41.8±3.0	84.4±5.1
t值		1.229	2.385	2.174
P值		0.224	0.020	0.034

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表 2 2组实习生病房内实践考核成绩比较(x±s，分)

Table 2. Comparison of the results of practice assessment in the ward between the two groups of interns (x±s, points)

组别	人数	医患沟通	体格检查	问诊技巧	人文关怀
实验组	30	7.3±1.0	7.8±1.1	7.6±1.0	7.9±1.0
对照组	30	6.4±0.8	6.7±0.9	6.8±0.8	7.8±0.8
t值		3.913	3.987	3.249	0.564
P值		＜0.001	＜0.001	0.002	0.575

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表 3 2组实习生学习后自我评价比较[人数(%)]

Table 3. Comparison of self-evaluation surveys after learning between the two groups of interns [cases (%)]

组别	人数	提高骨科学习兴趣	熟悉骨科相关知识	提升整体诊疗思维	提高学习效率	提高自学意识
实验组	30	25(83.3)	27(90.0)	25(83.3)	23(76.7)	24(80.0)
对照组	30	18(60.0)	19(63.3)	18(60.0)	21(70.0)	18(60.0)
χ²值		4.022	5.963	4.022	0.341	2.857
P值		0.045	0.015	0.045	0.559	0.091

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