Application effect of CBL combined with seminar teaching mode in clinical teaching of critical medicine

Objective To explore the application effect of case-based learning (CBL) combined with seminar teaching in clinical teaching of critical medicine. Methods From October 2018 to March 2019, clinical graduate students in the Department of critical medicine of the First Affiliated Hospital of Bengbu Medical College were selected.Eight students were randomly selected to join the group for one month, and the teaching effect was evaluated at the end of each month. In the first three months, a single CBL teaching was used (24 students in the control group). In the last three months, CBL combined with seminar teaching was used (24 students in the experimental group). Results In terms of total score and case analysis,the scores of group D were significantly higher than group S(81.9±4.0 vs. 77.4±5.3 and 31.0±2.6 vs. 24.5±2.1),had a statistically significant difference (P<0.01);In terms of choice questions and noun explanation questions,the scores of group D was slightly higher than group S,had no statistically difference(P>0.05).In terms of interest in learning critical medicine,enthusiasm for literature review and thinking mode of critical medicine in the practice assessment, the scores of group D were significantly higher than group S(6.0 vs. 4.0、6.0 vs. 4.0 and 6.5 vs. 4.0),had a statistically significant difference (P<0.01). The evaluation of teaching mode in department:Group D was better than Group S,with statistical difference (P<0.05).Disadvantages of teaching mode:①a long teaching time;②inadequate opportunities for hands-on operation; ③ inadequate understanding of knowledge points,there was no statistical difference between the two groups (P>0.05). Conclusion In clinical teaching of critical medicine, CBL combined with Seminar teaching method is helpful to improve the teaching effect of professional postgraduates, and it is worth popularizing in this field.