全程教学背景下精神病学课程临床—课堂联合CBL教学法的探索与实施
Exploration and Implementation of Clinical-Classroom Combined CBL Teaching Model in Psychiatry under Full-Course Teaching
于玲 1罗家明 1吴大鹏 1李雪华 1侯鑫 1陈颖 1彭朕磊1
作者信息
- 1. 川北医学院精神卫生学院;川北医学院附属医院心理卫生中心,四川南充 637000
- 折叠
摘要
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.
Abstract
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.
关键词
临床—课堂联合CBL教学法/精神病学/应用效果Key words
Clinical-Classroom Combined CBL Teaching Model/Psychiatry/Application Effect引用本文复制引用
出版年
2024
NETL
NSTL
万方数据