目的:探索临床—课堂联合CBL教学法(case-based learning，CBL)在全程教学过程中的应用价值。方法:随机将男女比例、成绩无显著差异的精神医学专业的2个班，分为试验组和对照组，每组30人。试验组采用临床—课题联合CBL教学法，对照组采用传统式CBL教学法。对两组学生进行理论考试、教学满意度评估问卷调查。结果:试验组理论考试总平均分数高于对照组(72。30±8。29 vs 63。67±8。27)(P＜0。05);试验组在治疗模块题目中得分高于对照组(17。50±2。90 vs 13。85±2。46)(P＜0。05)。试验组在教学过程满意度的得分高于对照组(13。06±1。72 vs 12。00±2。10)，在学习能力培养方面满意度的得分明显高于对照组(26。43±8。54 vs 20。20±3。53)(P＜0。05)。结论:临床—课堂联合CBL教学法能够提升传统CBL教学效果和学生解决临床复杂问题的能力。
Exploration and Implementation of Clinical-Classroom Combined CBL Teaching Model in Psychiatry under Full-Course Teaching
Objective:To explore the application value of clinical-classroom combined case-based learning(CBL)model throughout the teaching process.Method:Two psychiatry classes with no significant difference in gender ratio and academic performance were randomly divided into experimental and control groups,with 30 students in each.The experimental group was taught using a clinical-classroom combined CBL approach,while the control group followed traditional CBL.Both groups were assessed via theoretical exams and satisfaction surveys.Results:The average theoretical exam score of the experimental group was higher than the control group(72.30±8.29 vs 63.67±8.27)(P＜0.05);scores on treatment module questions were also higher in the experimental group(17.50±2.90 vs 13.85±2.46)(P＜0.05).Satisfaction in the teaching process and in learning ability cultivation was significantly higher in the experimental group(26.43±8.54 vs 20.20±3.53)(P＜0.05).Conclusion:Clinical-classroom combined CBL teaching can improve traditional CBL effectiveness and students'ability to solve complex clinical problems.
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