首页|CBL+LBL联合教学法在慢阻肺临床教学中的应用研究

CBL+LBL联合教学法在慢阻肺临床教学中的应用研究

扫码查看
目的 创新慢性阻塞性肺疾病(Chronic Obstructive Pulmonary Diseases,COPD)临床教学,在传统教学法(Lecture-based Learning,LBL)基础上使用基于图尔敏模型的案例教学法(Case Study Based Learning,CBL),分析CBL+LBL联合教学法的教学效果.方法 选取2022年10月—2023年1月山东大学齐鲁医院德州医院呼吸内科COPD的50名实习医师作为研究对象,采用抛硬币法将其分为传统教学组(n=25)和联合教学组(n=25).传统教学组采用LBL法,联合教学组在传统教学组的教学基础上采用基于图尔敏模型的CBL教学方法,对比两组理论成绩与综合技能考核评分、教学满意度评分、推理反思能力评分.结果 联合教学组理论成绩(91.02±2.00)分、综合技能考核评分(93.23±1.50)分,高于传统教学组的(80.25±1.50)分、(81.20±1.00)分,差异有统计学意义(t=23.595、36.544,P均<0.05).联合教学组教学满意度评分显著高于传统教学组,差异有统计学意义(P<0.05).教学前,两组医师推理反思能力评分比较,差异无统计学意义(P>0.05).教学后,联合教学组推理反思能力评分显著高于传统教学组,差异具有统计学意义(P<0.05).结论 COPD临床教学理论多,对实习医师的学习能力要求较高.CBL+LBL联合教学法能够提高COPD教学效果,有助于培养实习医师推理反思能力,实习医师教学满意度较高.
Application of CBL+LBL Combined Teaching Method in Clinical Teach-ing of COPD
Objective Innovating the clinical teaching of chronic obstructive pulmonary diseases(COPD),Based on the lecture-based learning(LBL),case study based learning(CBL)based on Toulmin model was used to analyze the teaching effect of CBL+LBL combined teaching method.Methods A total of 50 interns of COPD in the department of respiratory medicine of Shandong University Qilu Hospital Dezhou Hospital from October 2022 to January 2023 were selected as the research objects,and they were divided into traditional teaching group(n=25)and combined teaching group(n=25)by coin toss method.LBL method was adopted in the traditional teaching group,and CBL teaching method based on Toulmin model was adopted in the joint teaching group on the basis of the traditional teaching group.The theoretical scores,comprehensive skills assessment scores,teaching satisfaction scores and reasoning and reflec-tion ability scores were compared between the two groups.Results The theoretical scores(91.02±2.00)points and comprehensive skills assessment scores(93.23±1.50)points of the combined teaching group were higher than those of the traditional teaching group(80.25±1.50)points and(81.20±1.00)points,and the differences were statistically sig-nificant(t=23.595,36.549,both P<0.05).The teaching satisfaction score of the combined teaching group was signifi-cantly higher than that of the traditional teaching group,and the difference was statistically significant(P<0.05).Be-fore teaching,there was no significant difference in the score of reasoning reflection ability between the two groups(P>0.05).After teaching,the score of reasoning reflection ability of the combined teaching group was significantly higher than that of the traditional teaching group,and the difference was statistically significant(P<0.05).Conclusion There are many clinical teaching theories of COPD,which require higher learning ability of interns.The combined teaching method of CBL+LBL can improve the teaching effect of COPD,help to train interns'reasoning and reflection ability,and the teaching satisfaction of interns is high.

Lecture-based learningCase study based learningChronic obstructive pulmonary diseasesToulmin modelReasoning reflectionTeaching effect

李新鹏、项丹丹、胡玲玲、刘振欣、赵向红

展开 >

山东大学齐鲁医院德州医院呼吸与危重症医学科,山东德州 253014

山东大学齐鲁医院德州医院药剂科,山东德州 253014

传统教学法 案例教学法 慢性阻塞性肺疾病 图尔敏模型 推理反思 教学效果

2024

中国卫生产业
全国卫生产业企业管理协会

中国卫生产业

影响因子:0.692
ISSN:1672-5654
年,卷(期):2024.21(3)