Effect of Micro-Classroom Combined With CBL Blended Teaching in Clinical Teaching of Neurology
Objective To explore the influence of micro classroom combined with case based learning(CBL)hybrid teaching on the quality and satisfaction of clinical teaching in neurology.Methods A total of 82 resident trainees studying in the Department of Neurology of the Affiliated Hospital of Weifang Medical College from January 2020 to January 2022 were selected as the research objects.According to different teaching methods,they were divided into the observation group(using micro-classroom combined with CBL mixed teaching and teaching)and the control group(using traditional teaching and teaching mode),41 people.The teaching quality,assessment results,clinical thinking ability,learning motivation,learning satisfaction and comprehensive ability score of the two groups were observed.Results After teaching,the scores of language expression,teacher-student communication and teaching atmosphere in the observation group were higher,and the learning difficulty was lower(P<0.05).After teaching,the test scores of the observation group were higher(P<0.05).After teaching,the scores of competency need,autonomy need,belonging need and learning satisfaction of the observation group were higher(P<0.05).After teaching,the scores of critical thinking ability,systematic thinking ability and evidence-based thinking ability of the observation group were higher(P<0.05).Before teaching,there were no differences in data searching ability,clinical operation ability,self-learning ability,oral expression ability and collaboration ability between the two groups(P<0.05).After teaching,the scores of data searching ability,clinical operation ability,self-learning ability,oral expression ability and cooperation ability of the observation group were higher(P<0.05).Conclusion The micro-classroom combined with CBL hybrid teaching mode in clinical teaching of neurology can improve the teaching quality,improve the examination results and clinical thinking ability,improve learning motivation,enhance learning satisfaction,and improve the comprehensive ability score,which is worthy of clinical promotion.
micro-classroomproblem based teaching methodinternal medicine-neurologyteaching qualityclinical thinking abilitylearning motivation