CBL教学模式联合模拟培训在临床麻醉学教学中的应用
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摘要
目的研究基于案例的教学法(CBL)联合模拟培训在临床麻醉学教学中的应用效果。方法选择2017年7月～2018年7月在南充市中心医院麻醉科实习的本科实习生50人,按照随机数字表法分为两组,其中研究组25人,给予CBL+模拟教学模式进行教学;对照组25人,给予传统教学法进行教学。课后对两组学生的理论成绩与技能操作水平进行考核,并对得分情况进行比较分析。结果培训前,两组学生的理论成绩与技能操作成绩差异无统计学意义(P> 0.05)。培训后,研究组学生的理论成绩与技能操作成绩均明显高于对照组,差异有统计学意义(P <0.05);研究组名词解释、填空题、问答题三个方面的评分均高于对照组,差异有统计学意义(P <0.05)。结论 CBL教学模式联合模拟培训在临床麻醉学教学中的应用效果良好,可显著提高麻醉医学生理论知识与临床实践能力,在临床教学上值得推广运用。
Objective To study the application effect of case-based learning(CBL) combined with simulated training in clinical anesthesiology teaching. Methods From July 2017 to July 2018, in Nanchong Central Hospital, 50 undergraduate interns of anesthesia were selected, all the interns were divided into two groups according to the random number table method, 25 interns in the research group were given CBL+simulation teaching mode for teaching, 25 interns in the control group were given the traditional teaching method for teaching. After class, the theory achievement and skill operation level of students in the two groups were assessed, and the scores were compared and analyzed. Results Before training, there was no statistically significant difference in theoretical scores and skill performance scores in the two groups(P > 0.05). After the training, the theory and skill operation scores of the students in the research group were significantly higher than the control group, the differences were statistically significant(P < 0.05). The scores of noun interpretation, blank filling and question-and-answer in the study group were higher than the control group, the differences were statistically significant(P < 0.05). Conclusion CBL teaching mode combined with simulated training has a good effect in clinical anesthesiology teaching, it can significantly improve the theoretical knowledge and clinical practice ability of anesthesiology, it is worth popularizing in clinical teaching.
Objective To study the application effect of case-based learning(CBL) combined with simulated training in clinical anesthesiology teaching. Methods From July 2017 to July 2018, in Nanchong Central Hospital, 50 undergraduate interns of anesthesia were selected, all the interns were divided into two groups according to the random number table method, 25 interns in the research group were given CBL+simulation teaching mode for teaching, 25 interns in the control group were given the traditional teaching method for teaching. After class, the theory achievement and skill operation level of students in the two groups were assessed, and the scores were compared and analyzed. Results Before training, there was no statistically significant difference in theoretical scores and skill performance scores in the two groups(P > 0.05). After the training, the theory and skill operation scores of the students in the research group were significantly higher than the control group, the differences were statistically significant(P < 0.05). The scores of noun interpretation, blank filling and question-and-answer in the study group were higher than the control group, the differences were statistically significant(P < 0.05). Conclusion CBL teaching mode combined with simulated training has a good effect in clinical anesthesiology teaching, it can significantly improve the theoretical knowledge and clinical practice ability of anesthesiology, it is worth popularizing in clinical teaching.
引文
[1]周荣胜,薛小红,颜飞,等.基于病例分析的PBL教学法在麻醉科进修医师培训中的应用[J].重庆医学,2017,46(24):3444-3445.
[2]张宇新,康绍叁,刘桦,等.麻醉解剖学教学中开展整合专题交流活动的探索与实践[J].解剖学杂志,2017,40(4):495-496.
[3]张雷,唐震,梁冰,等.CBL、PBL联合模拟培训教学模式在胸心外科住院医师规范化培训教学中的应用[J].中华全科医学,2017,15(7):1233-1235.
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[7]郭文斌.特殊教育概论课程中PBL+EMB+CBL教学效果之实验研究[J].高教探索,2016,12(9):87-92.
[8]张玉梅,刘桂花,汪恒,等.CBL教学法提高医学生创新能力的探索[J].医学与哲学(A),2016,37(9):87-89.
[9]吴银侠,袁小燕,李彦树,等.ECS教学结合CBL、PBL教学模式在临床技能强化训练中的应用探索[J].重庆医学,2016,45(10):1425-1427.
[10]黎春晖,冯燕,蒋俊强,等.PBL联合CBL教学模式在口腔黏膜病临床教学中的应用[J].重庆医学,2015,44(19):2716-2717.
[11]李晓光.基于案例教学法的高校第一课堂教学研究[J]教育与职业,2015(2):156-158.
[12]李劭昱,宫海燕,黄艳春.PBL教学在微生物学检验实习教学中应用的体会[J].国际检验医学杂志,2016,37(4):569-570.
[13]卢书明,马亮亮,李艳霞,等.案例教学联合模拟教学法在消化内科临床教学实践中的应用[J].医学理论与实践,2015,28(23):3229-3230.
[14]沈凯凯,文小平,都广礼,等.“翻转课堂”模式在方剂学教学中的运用[J].上海中医药大学学报,2015,29(3):4-7.
[15]祝成亮,吴鹏,邬开朗.实验诊断实验课教学改革探讨[J]检验医学与临床,2016,13(1):136-138.
[16]徐维娟,徐维昉,赵斌.临床麻醉学教学中讨论式教学方法的应用研究[J].中国医药导刊,2016,18(5):533-534.
[17]熊秋菊,程波,闵苏,等.超声引导的动脉穿刺置管在麻醉学本科生实习教学中的应用[J].中华医学教育探索杂志,2016,15(3):283-286.
[18]信文启,闫增,时超楠,等.微信平台联合PBL教学法用于麻醉科住院医师规范化培训的效果[J].中华麻醉学杂志,2017,37(4):90-91.
[19]朱斌斌,孙健,张瑞,等.同伴互助学习结合微格教学在留学生麻醉学见习中的应用[J].中华医学教育探索杂志,2016,15(8):820-823.
[20]梅虹霞,曹红.多元化教学方法在麻醉生理学教学中的应用研究[J].中华医学教育杂志,2017,37(2):231-233.
[2]张宇新,康绍叁,刘桦,等.麻醉解剖学教学中开展整合专题交流活动的探索与实践[J].解剖学杂志,2017,40(4):495-496.
[3]张雷,唐震,梁冰,等.CBL、PBL联合模拟培训教学模式在胸心外科住院医师规范化培训教学中的应用[J].中华全科医学,2017,15(7):1233-1235.
[4]李春红,张瑞华.新型教学模式与传统教学模式在动物免疫学教学中的比较研究[J].中国免疫学杂志,2017,33(10):1559-1562.
[5]孙华,翟羽佳.TBL结合CBL教学法在内分泌学教学中的应用[J].中国地方病防治杂志,2017,32(1):43-44.
[6]达静静,皮明婧,杨霞,等.不同教学模式在临床诊断见习教学中的应用评价[J].中国现代医学杂志,2016,26(17):130-133.
[7]郭文斌.特殊教育概论课程中PBL+EMB+CBL教学效果之实验研究[J].高教探索,2016,12(9):87-92.
[8]张玉梅,刘桂花,汪恒,等.CBL教学法提高医学生创新能力的探索[J].医学与哲学(A),2016,37(9):87-89.
[9]吴银侠,袁小燕,李彦树,等.ECS教学结合CBL、PBL教学模式在临床技能强化训练中的应用探索[J].重庆医学,2016,45(10):1425-1427.
[10]黎春晖,冯燕,蒋俊强,等.PBL联合CBL教学模式在口腔黏膜病临床教学中的应用[J].重庆医学,2015,44(19):2716-2717.
[11]李晓光.基于案例教学法的高校第一课堂教学研究[J]教育与职业,2015(2):156-158.
[12]李劭昱,宫海燕,黄艳春.PBL教学在微生物学检验实习教学中应用的体会[J].国际检验医学杂志,2016,37(4):569-570.
[13]卢书明,马亮亮,李艳霞,等.案例教学联合模拟教学法在消化内科临床教学实践中的应用[J].医学理论与实践,2015,28(23):3229-3230.
[14]沈凯凯,文小平,都广礼,等.“翻转课堂”模式在方剂学教学中的运用[J].上海中医药大学学报,2015,29(3):4-7.
[15]祝成亮,吴鹏,邬开朗.实验诊断实验课教学改革探讨[J]检验医学与临床,2016,13(1):136-138.
[16]徐维娟,徐维昉,赵斌.临床麻醉学教学中讨论式教学方法的应用研究[J].中国医药导刊,2016,18(5):533-534.
[17]熊秋菊,程波,闵苏,等.超声引导的动脉穿刺置管在麻醉学本科生实习教学中的应用[J].中华医学教育探索杂志,2016,15(3):283-286.
[18]信文启,闫增,时超楠,等.微信平台联合PBL教学法用于麻醉科住院医师规范化培训的效果[J].中华麻醉学杂志,2017,37(4):90-91.
[19]朱斌斌,孙健,张瑞,等.同伴互助学习结合微格教学在留学生麻醉学见习中的应用[J].中华医学教育探索杂志,2016,15(8):820-823.
[20]梅虹霞,曹红.多元化教学方法在麻醉生理学教学中的应用研究[J].中华医学教育杂志,2017,37(2):231-233.