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CBL教学法在癫痫亚专科住院医师培养中的应用
薛青杨莹雪陈佳王红星叶静王玉平
0
()
摘要:
目的 探讨案例教学法(CBL)相对于常规教学在住院医师规范化培养癫痫学习中的应 用效果。方法 回顾2018—2020 年在宣武医院癫痫亚专科轮转学习的50 名住院医师,其中2018 年入 科的25 名为常规教学组,2019 年入科的25 名为CBL教学组。常规教学组采用传统教学模式,CBL教 学组采用CBL教学模式,学习时间均为3 个月。最后以理论考试、实践考试和问卷调查作为评估手段。 结果 CBL教学组住院医师的理论考试成绩和常规教学组差异无统计学意义[CBL教学组(89.8±3.1)分,常 规教学组(89.7±2.7)分;t=0.14,P=0.89],但实践考试成绩明显优于常规教学组[CBL教学组(89.2±2.6)分, 常规教学组(85.1±2.3)分;t=5.98,P< 0.05]。问卷调查结果显示接受CBL模式教学的住院医师自我评 价对癫痫学习的兴趣更浓厚,学习主动性更高,临床思维能力提升更明显。结论 CBL教学法对癫痫 亚专科住院医师培养更有优势,利于培养其临床思维,增强临床诊疗能力,使得住院医师能较高水平完 成规范化培养大纲要求的任务,也增加了住院医师的学习满意度。
关键词:  案例教学法  住院医师  教学  癫痫
DOI:10.3969/j.issn.1009-6574.2020.11.012
基金项目:国家自然科学基金(81501119); 2018 年北京市临床重点专科项目
Application of CBL method in the training of epilepsy sub-specialist residents
Xue Qing, Yang Yingxue, Chen Jia, Wang Hongxing, Ye Jing, Wang Yuping
()
Abstract:
Objective To explore the application effect of case-based learning( CBL) method in standardized training of residents in epilepsy learning compared with conventional education mode. Methods A total of 50 residents who rotated in the Epilepsy Sub-specialty of Xuanwu Hospital from 2018 to 2020 were divided into two groups. Among them, 25 residents enrolled in 2019 were the CBL teaching group and received the CBL education mode. 25 residents enrolled in 2018 were the conventional teaching group and received conventional teaching mode. The study period of both groups lasted for 3 months. At the end, there were theoretical examination, practical examination and questionnaire survey as evaluation methods. Rusults There was no statistically significant difference in theoretical examination scores between CBL teaching group and conventional teaching group[ CBL teaching group( 89.8±3.1), conventional teaching group( 89.7±2.7);t=0.14, P=0.89], but the practical examination scores of the CBL teaching group were significantly better than those of the conventional teaching group[ CBL teaching group( 89.2±2.6), conventional teaching group( 85.1±2.3); t=5.98,P < 0.05]. The results of the questionnaire survey showed that residents who accepted CBL teaching mode had more interest in epilepsy learning, higher learning initiative and more obvious improvement of clinical thinking ability. Conclusions CBL teaching method has more advantages in the training of epilepsy subspecialist residents, which is conducive to cultivate their clinical thinking and enhance their ability of clinical diagnosis and treatment. It enables the residents to complete the tasks required by the standardized training program at a higher level, and increases their learning satisfaction.
Key words:  Case-based learning  Residents  Teaching  Epilepsy

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