CBL+PBL与PBL教学法在胸腔外科临床教学中的对比分析

目的:对比PBL教学法,研究CBL+PBL法在五年制临床医学本科胸腔外科临床教学中的应用及效果。方法:抽取五年制本科临床实习生共59人,随机分为实验组(29人)与对照组(30人),实验组采用CBL+PBL教学法讲授临床实践课,对照组采用单纯PBL法。授课结束后进行随堂测试及问卷调查。结果:①随堂测试:实验组病例分析题及总成绩高于对照组且差异有统计学意义(P0.05),选择题与简答题两组间成绩比较无统计学差异。②问卷调查:在是否有利于培养临床思维能力以及是否有利于理论联系临床问题中,实验组肯定回答的人数比例均高于对照组且差别有统计学意义。(P0.05)。两组之间在是否有利于提高学习兴趣、是否有利于提高团队协作能力、是否有利于知识的理解以及是否赞同本教学方法问题中,差异无统计学意义。结论:CBL+PBL教学法相对于单纯的PBL教学法而言,更适合在临床教学中应用。

Application of CBL+PBL Method in Clinical Education of Thoracic Surgery and Compared it with PBL Method

Objective： To investigate the effects of CBL＋PBL Method in Clinical Education of Thoracic Surgery and Compared it with PBL Method. Methods： Fifty-nine internships were divided in two groups randomly. The experimental group was applied with CBL＋PBL method in their practice lesson, and the control group was applied with PBL method. When the class was over, a classroom test and a questionnaire survey were made. Results： ① Classroom test： There was statistical difference between the two groups in score of case analysis and total points （P〈0.05）, but no statistical difference in choice-questions and short-answer questions. ② Questionnaire survey： There was statistical difference between the two groups in promotion of ability of clinical thinking and ability of apply theory to clinic （P〈0.05）, but no statistical difference in promotion of clnterest in learning, ability of the team, Comprehension of knowledge and approve of this teaching method. Conclusion： CBL＋PBL method was more suitable for clinical education than PBL method.