PBL联合CBL教学模式在泌尿外科临床实习生培训中的应用

宁金卓; 何凯翔; 程帆

doi:10.16766/j.cnki.issn.1674-4152.003392

PBL联合CBL教学模式在泌尿外科临床实习生培训中的应用

doi: 10.16766/j.cnki.issn.1674-4152.003392

武汉大学人民医院泌尿外科，湖北武汉 430000

基金项目:

湖北省自然科学基金项目 2020CFB211

武汉大学医学部教学研究项目 2020017

详细信息

通讯作者:
程帆，E-mail：urology1969@ailiyun.com

中图分类号: R192 R69
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- PDF下载量: 19
- 被引次数: 0
出版历程
- 收稿日期: 2023-02-20
- 网络出版日期: 2024-03-27

The application of PBL combined with CBL teaching model in the training of urology clinical trainees

Department of Urology, Renmin Hospital of Wuhan University, Wuhan, Hubei 430000, China

摘要

摘要: 目的临床实习医学传统教学模式形式通常为带教老师口头讲述教学，知识流向主要为“带教老师-实习生”单方面传授，有一定的局限性。本研究以泌尿外科临床实习生为研究对象，在传统教学模式的基础上引入以问题为核心的教学模式(PBL)联合以案例为核心的教学模式(CBL)对教学方式进行改革，并探讨其教学效果。方法选取2019年9月—2022年6月在武汉大学人民医院泌尿外科实习的50名实习生，根据随机数字表法随机分为实验组和对照组(各25人)。实验组采用PBL结合CBL的教学模式进行泌尿外科临床实习教学, 对照组则采用传统教学模式中带教老师口头讲述的形式进行实习教学。实习结束后2组均进行理论综合测试及教育后自我评价问卷调查。结果实验组诊疗思维考试成绩[(44.54±3.75)分]和总成绩[(87.80±3.25)分]均明显优于对照组[(34.26±2.42)分、(78.28±4.03)分，P < 0.001]；且实验组学生在熟悉泌尿外科相关知识、建立诊疗思维、培养学习兴趣、提高自学意识等方面[23(92.0%)、24(96.0%)、23(92.0%)、24(96.0%)]均优于对照组[17(68.0%)、15(60.0%)、16(64.0%)、16(64.0%)，P < 0.05]。在提升学习效率满意度方面2组差异无统计学意义[实验组23人(92.0%)，对照组22人(88.0%)，P>0.05]。结论在泌尿外科实习中采用PBL结合CBL的教学模式提高了教学效果与质量，应当在临床教学工作中合理实践并应用。
- 以问题为核心的教学模式 /
- 以案例为核心的教学模式 /
- 泌尿外科 /
- 临床实习 /
- 教学模式
Abstract: Objective The traditional teaching mode of clinical practice medicine is usually oral teaching by the instructor, and the knowledge flow is mainly one way transfer of "instructor - trainee", which has certain limitations. Based on the traditional teaching model, the problem-based teaching model (PBL) combined with case-based teaching model (CBL) was introduced to reform the teaching method, and the teaching effect was discussed. Methods A total of 50 interns in Urology, People ' s Hospital of Wuhan University from September 2019 to June 2022 were selected and divided into two groups according to the odd and even numbers of interns: experimental group and control group (25 persons each). The experimental group adopted the teaching mode of PBL combined with CBL for teaching urology clinical internship teaching, while the control group followed the conventional teaching mode for internship training, the experimental group adopted an innovative approach. Results The results demonstrated that the experimental group achieved significantly higher scores in both the clinical thinking test [(44.54±3.75) points] and the total scores [(87.80±3.25) points] than the control group scores [(34.26±2.42) points, (78.28±4.03) points, P < 0.001]; And the students of the experimental group improve the learning efficiency, consolidate the external outside professional knowledge, improve the learning interest and strengthen their learning ability and participation, cultivate clinical thinking [23(92.0%), 24(96.0%), 23(92.0%), 24(96.0%)] were better than those in the control group [17(68.0%), 15(60.0%), 16(64.0%), 16(64.0%), P < 0.05]. There was no significant difference in satisfaction with improving learning efficiency [23 (92.0%) in the experimental group and 22 (88.0%) in the control group, P>0.05]. Conclusion The teaching mode of PBL combined with CBL in urology clerkship improved the teaching effect and quality, which is worth practicing and promoting in clinical teaching work.
- Problem-based learning /
- Case-based learning /
- Urology /
- Clinical practice /
- Teaching models

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表 1 2组实习生出科考试成绩比较(x±s, 分)

Table 1. Comparison of examination scores of interns in two groups (x±s, points)

组别	人数	理论考试	诊疗思维考试	总成绩
实验组	25	43.26±1.98	44.54±3.75	87.80±3.25
对照组	25	44.02±2.04	34.26±2.42	78.28±4.03
t值		1.337	9.338	9.194
P值		0.188	< 0.001	< 0.001

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表 2 2组实习生教学满意度比较[人(%)]

Table 2. Comparison of teaching satisfaction between the two groups of interns [person (%)]

组别	人数	提升学习效率	熟悉泌尿外科相关知识	培养泌尿外科学习兴趣	提高自学意识	建立诊疗思维
实验组	25	23(92.0)	23(92.0)	23(92.0)	24(96.0)	24(96.0)
对照组	25	22(88.0)	17(68.0)	16(64.0)	16(64.0)	15(60.0)
χ²值		0.222	4.500	5.711	8.000	9.441
P值		0.637	0.034	0.028	0.005	0.002

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