Objective To explore the application value of case-based learning(CBL)combined with problem-based learning(PBL)in the training of cardiac interventional diagnosis and treatment physicians.Methods Sixty trainees from the intervention training base of the First Affiliated Hospital of Xi'an Jiaotong University from March 2020 to March 2022 were selected and divided into LBL group and CBL+PBL group according to different teaching methods,with 30 case in each group.The LBL group adopted the traditional teaching mode,and the CBL+PBL group adopted the teaching mode of CBL combined with PBL.The teaching method recognition rate,theoretical assessment results and interventional operation assessment results were compared between the two groups.Results The recognition rate of the CBL+PBL group in improving learning interest,cultivating clinical thinking ability,promoting the application and memory of interventional operation,improving the ability of analyzing and solving problems,and cultivating team spirit were significantly higher than those of the LBL group(P<0.05).The scores of basic knowledge,consulation and physical examination,auxiliary examination and analysis ability,case analysis ability and total score of the CBL+PBL group were higher than those of the LBL group(P<0.05).The scores of vascular puncture and compression,DSA machine operation,interventional diagnosis and treatment operation,postoperative observation and complication treatment and total score in the CBL+PBL group were higher than those in the LBL group(P<0.01).Conclusion CBL+PBL teaching method can better mobilize the subjective initiative of trainees in cardiac interventional training,so as to achieve significant teaching effect.
case-based learningproblem-based learningcardiac diseaseinterventional diagnosis and treatment
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