PBL联合CBL在本科生肺癌临床见习带教中的应用研究

刘静; 刘杨; 李玉梅; 石默晗; 王明喜; 周争光; 杨燕

doi:10.16766/j.cnki.issn.1674-4152.003133

PBL联合CBL在本科生肺癌临床见习带教中的应用研究

doi: 10.16766/j.cnki.issn.1674-4152.003133

蚌埠医学院第一附属医院肿瘤内科，安徽蚌埠 233004

基金项目:

安徽省高校优秀青年人才支持计划项目 gxyq2022042

蚌埠医学院校级质量工程项目 2021fyjyxm26

蚌埠医学院“512人才培育计划” by51202208

详细信息

通讯作者:
杨燕，E-mail: qiannianhupo@163.com

中图分类号: R192 R734.2
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出版历程
- 收稿日期: 2022-10-20

Research on the application of PBL combined with CBL in the clinical practice teaching for lung cancer

Department of Medical Oncology, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

摘要

摘要: 目的探讨基于问题的教学法(problem-based learning，PBL)联合基于案例的教学法(case-based learning，CBL)在本科生肺癌临床见习带教中的应用价值。方法选择2021年3月—2022年6月在蚌埠医学院第一附属医院肿瘤内科见习的临床医学本科生64名，采用随机数字表法分成观察组和对照组，每组各32名。观察组采用PBL联合CBL带教模式，对照组采用基于授课的教学法带教。见习结束后，通过理论知识、临床实践考核和问卷调查进行教学评估。结果观察组学生理论知识[(86.81±6.01)分]、病例分析[(82.69±7.35)分]、病例书写[(84.69±6.27)分]和总成绩[(84.94±4.08)分]均高于对照组[(82.81±6.42)分、(76.75±7.27)分、(79.34±6.25)分、(79.95±4.02)分]，差异有统计学意义(均P＜0.05)。在自我评价问卷方面，观察组学生在激发学习兴趣、提高自学能力、加强理论知识掌握、提高临床思维能力、提高临床实践能力、提高分析和解决问题能力6个方面均优于对照组(均P＜0.05)。满意度调查显示，观察组学生对总体教学、教学方法和带教教师更满意(均P＜0.05)。结论在肺癌见习带教中，PBL联合CBL可改善临床见习效果，促进肿瘤学教学水平的提升。
- 基于问题的教学法 /
- 基于案例的教学法 /
- 肺癌 /
- 见习 /
- 教学
Abstract: Objective To explore the application value of problem-based learning (PBL) combined with case-based learning (CBL) in lung cancer clinical practice teaching for undergraduate students. Methods Sixty-four undergraduate interns majoring in clinical medicine at the Department of Medical Oncology, the First Affiliated Hospital of Bengbu Medical College between March 2021 and June 2022 were selected. The random digital table method was used to divide the subjects into observation group and control group, with 32 students in each group. The observation group adopted PBL combined with CBL teaching mode, while the control group adopted lecture-based learning (LBL) teaching. At the end of the trial teaching period, teaching evaluation was performed by means of a theoretical knowledge examination, a clinical practice examination and various questionnaires. Results In the after-class examination, the scores for theoretical knowledge (86.81±6.01), case analysis (82.69±7.35), case writing (84.69±6.27) and overall scores (84.94±4.08) in the observation group were higher than those in the control group (82.81±6.42, 76.75±7.27, 79.34±6.25, 79.95±4.02), with significant differences (all P < 0.05). In the self-evaluation questionnaire, students in the observation group outperformed the control group in six aspects, including stimulation of learning interest, improvement of self-learning ability, theoretical knowledge mastery, clinical thinking ability, clinical practice ability, analytical and problem-solving ability (all P < 0.05). In addition, the satisfaction survey showed that students in the observation group were more satisfied with the teaching, teaching methods and teacher performance than those in the control group (all P < 0.05). Conclusion In the clinical practice teaching for lung cancer, PBL combined with CBL double teaching mode is more effective than the traditional LBL method and can promote the improvement of oncology teaching.
- Problem-based learning /
- Case-based learning /
- Lung cancer /
- Clinical practice /
- Teaching
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表 1 2组学生见习带教前一般资料比较

Table 1. Comparison of the general information of two groups of students before probation

组别	人数	性别(人)		年龄(x±s, 岁)	其他科室见习经历(人)		既往接受PBL联合CBL教学(人)
组别	人数	男性	女性	年龄(x±s, 岁)	有	无	是	否
观察组	32	15	17	21.28±0.73	20	12	6	26
对照组	32	14	18	21.25±0.88	24	8	7	25
统计量		0.063^a		0.155^b	1.164^a		0.097^a
P值		0.802		0.878	0.281		0.756
注：^a为χ²值，^b为t值。

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表 2 2组学生见习后考核成绩比较(x±s, 分)

Table 2. Comparison of post-internship assessment results between two groups of students(x±s, points)

组别	人数	理论知识	病例分析	病例书写	总成绩
观察组	32	86.81±6.01	82.69±7.35	84.69±6.27	84.94±4.08
对照组	32	82.81±6.42	76.75±7.27	79.34±6.25	79.95±4.02
t值		2.573	3.248	3.417	4.923
P值		0.012	0.002	0.001	＜0.001

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表 3 2组学生自我评价比较(人)

Table 3. Comparison of self-evaluation between 2 groups of students(people)

组别	人数	激发学习兴趣					提高自学能力					加强理论知识掌握
组别	人数	非常同意	同意	不确定	不同意	非常不同意	非常同意	同意	不确定	不同意	非常不同意	非常同意	同意	不确定	不同意	非常不同意
观察组	32	7	16	9	0	0	16	9	6	1	0	11	14	5	2	0
对照组	32	4	12	7	8	1	2	7	9	10	4	3	13	12	4	0
Z值		-2.308					-4.733					-2.732
P值		0.021					＜0.001					0.006

组别	人数	提高临床思维能力					提高临床实践能力					提高分析和解决问题的能力
组别	人数	非常同意	同意	不确定	不同意	非常不同意	非常同意	同意	不确定	不同意	非常不同意	非常同意	同意	不确定	不同意	非常不同意
观察组	32	12	11	7	2	0	6	15	9	2	0	14	12	4	2	0
对照组	32	1	8	13	5	5	2	8	14	4	4	2	8	12	6	4
Z值		-4.079					-2.979					-4.330
P值		＜0.001					0.003					＜0.001

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表 4 2组学生教学满意度评价比较(人)

Table 4. Comparison of teaching satisfacation evaluation between the two goups of students(people)

组别	例数	总体满意度					教学方法满意度					带教教师满意度
组别	例数	非常同意	同意	不确定	不同意	非常不同意	非常同意	同意	不确定	不同意	非常不同意	非常同意	同意	不确定	不同意	非常不同意
观察组	32	15	13	4	0	0	16	11	5	0	0	13	12	6	1	0
对照组	32	2	13	13	4	0	2	13	11	6	0	3	10	17	2	0
Z值		-4.264					-4.225					-3.352
P值		＜0.001					＜0.001					0.001

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