MOOC-CBL教学模式在腔镜甲状腺外科临床教学中的效果评价

目的探讨慕课(Massive Open Online Course,MOOC)-病例为基础(Case-Based Learning,CBL)的教学模式在甲状腺外科临床教学中的应用效果。方法选择甲状腺外科临床实习的40名外科研究生作为研究对象,按照教学方式的不同分为实验组(A组)和对照组(B组),每组20名。A组采用MOOC-CBL教学法,B组采用讲授式教学模式(lecture-based learning,LBL),对两组教学后的理论知识(专业知识、病史采集、颈部查体、影像学检查、鉴别诊断、诊疗方案)和临床技能操作(术前准备、体位、消毒、手术操作)考核成绩以及两组的教学质量(学习兴趣、临床能力、临床思维、教学模式认同)进行比较。结果A组的颈部查体、鉴别诊断、诊疗方案的总成绩分高于B组,差异具有统计学意义(均P<0.05);两组的专业知识、病史采集、术前准备考核成绩分比较,差异无统计学意义(均P>0.05);A组的学习兴趣、临床技能、临床思维以及对教学模式认同度均高于B组,差异具有统计学意义(均P<0.05)。结论基于腔镜手术的MOOC-CBL教学模式在甲状腺外科临床教学中的应用效果优于LBL,值得推广应用。

Evaluation of the effectiveness of MOOC-CBL teaching model in clinical teaching of lumpectomy thyroid surgery

Objective To investigate the effect of using the MOOC-CBL teaching model in clinical teaching of thyroid surgery.Methods Forty postgraduate students entering the clinical practice of thyroid surgery were randomly divided into two groups according to the teaching mode as experimental group(20 cases,using MOOC-CBL teaching method)and control group(20 cases),and the control group used lecture-based learning(LBL).The two groups passed the theoretical and practical skills exams after six months of training in their respective modes.The theoretical knowledge(professional knowledge,history taking,neck examination,imaging,differential diagnosis,diagnosis and treatment plan),clinical skills(preoperative preparation,posture,disinfection,surgical operation)and teaching quality(interest in learning,clinical competence,clinical thinking,and agreement with teaching mode)were compared between the two groups.Results The total scores of neck examination,differential diagnosis,and treatment plan in the experimental group were higher than those in the control group,and the differences were statistically significant(P<0.05);the differences were not statistically significant when comparing the scores of professional knowledge,history taking,and preoperative preparation between the two groups(P>0.05);the experimental group had higher learning interest,clinical skills,clinical thinking,and recognition of teaching mode than the control group,and the differences were statistically significant(P<0.05).Conclusion The MOOC-CBL teaching mode based on lumpectomy is better than LBL in the clinical teaching of thyroid surgery,and it is worth to be widely adopted and promoted.