| 马木提江·阿巴拜克热,帕尔哈提·阿布都热衣木,阿不都外力·吾守尔,等.以案例为基础结合以问题为基础的教学方法在高校临床医学专业本科生教学中的应用[J].安徽医药,2019,23(9):1898-1901. |
| 以案例为基础结合以问题为基础的教学方法在高校临床医学专业本科生教学中的应用 |
| Application of CBL combined with PBL teaching method in teaching for clinical undergraduates in a university |
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| DOI：10.3969/j.issn.1009-6469.2019.09.053 |
| 中文关键词: 教育，医学，本科 以案例为基础的教学法 以问题为基础的教学法 岗位胜任能力 |
| 英文关键词: Education,medical,undergraduates Case based learning teaching method Problem based learning teaching method Post competence |
| 基金项目:新疆医科大学教育改革项目(YG2017069) |
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| 中文摘要: |
| 目的 探讨以案例为基础(CBL)结合以问题为基础(PBL)的教学方法在高校临床医学专业本科生教学中的应用。方法 选择新疆医科大学2014级临床医学专业本科生共118人，分为观察组和对照组，观察组采用CBL联合PBL教学法，对照组采用填鸭式传统教学法，比较两组学生岗位胜任能力综合评价、国家执业医师考试外科学成绩、临床综合能力专家评价，手术操作能力专家评价，基本知识掌握能力、知识全面程度、主动动手学习能力、临床思考能力、团队协作能力、课堂气氛以及课程喜欢程度等。结果 观察组在岗位胜任能力综合评价，国家执业医师资格考试外科学成绩，手术操作能力专家评价等方面均显示出优越性。在基本知识掌握能力［(87.4±8.9)分比(83.9±8.8)分］、知识全面程度［(83.0±6.9)分比(80.0±5.9)分］、主动动手学习能力［(84.6±7.1)分比(78.8±6.9)分］、临床思考能力［(83.9±7.4)分比(79.7±5.8)分］、团队协作能力［(84.8±6.8)分比(65.1±7.9)分］、课堂气氛［(85.3±7.7)分比(81.3±4.6)分］以及课程喜欢程度［(91.3±6.9)分比(88.5±7.6)分］等方面，观察组优于对照组。结论 CBL联合PBL教学法与传统的填鸭式教学方法相比，有较为明显的优越性，岗位胜任能力综合评价、国家执业医师考试外科学成绩等均有不同程度的提高，其中岗位胜任能力综合评价效果最为显著，因此该教学方法在实际教学工作中值得推广与应用。 |
| 英文摘要: |
| Objective To explore the application of case-based learning (CBL) combined with problem-based learning (PBL) teaching method in the process of clinical undergraduates in The First Affiliated Hospital of Xinjiang Medical University.Methods One hundred and eighteen undergraduates majoring in clinical medicine in Xinjiang Medical University in 2014 were selected and assigned into two groups.The experimental group (group A) received the CBL combined with PBL teaching method，while the control group (group B) received the traditional teaching method.The effects of the two methods on post competency comprehensive evaluation，the passing score of national qualification surgical examination，clinical universal ability，operational skill ability，basic knowledge mastery，comprehensive knowledge，hands-on learning，clinical thinking，teamwork ability，classroom atmosphere，and course liking were compared.Results The students in group A showed superiority in post competency comprehensive evaluation，the passing score of national qualification surgical examination and operational skill ability.The observation group was also superior to the control group in terms of basic knowledge mastery ［(87.4±8.9) vs.(83.9±8.8)］，comprehensive knowledge ［(83.0±6.9) vs.(80.0±5.9)］，hands-on learning ［(84.6±7.1) vs.(78.8±6.9)］，clinical thinking ［(83.9±7.4) vs.(79.7±5.8)］，teamwork ability ［(84.8±6.8) vs.(65.1±7.9)］，classroom atmosphere ［(85.3±7.7) vs.(81.3±4.6)］，and course liking［(91.3±6.9) vs.(88.5±7.6)］.Conclusion Compared with the traditional cramming teaching method，CBL combined with PBL teaching method has obvious advantages.The post competency evaluation and the passing score of national qualification surgical examination have been improved in varying degrees.The post competency evaluation effect is the most remarkable.Therefore，the teaching method is worth popularizing and applying in practical teaching work. |
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