中华医学教育杂志

中华医学教育杂志 ›› 2017, Vol. 37 ›› Issue (3): 403-406.DOI: 10.3760/cma.j.issn.1673-677X.2017.03.018

• 教学方法 • 上一篇    下一篇

联合教学方法在骨科学见习教学中的应用

闫康, 岳妍, 蔺一卓, 闫松, 赵振, 王海鹏, 张恩尉, 杨彤涛, 马保安   

  1. 710038 西安,第四军医大学唐都医院骨科(闫康、赵振、王海鹏、张恩尉、杨彤涛、马保安);
    710038 西安,长安兴国初级中学英语教研室(岳妍);
    717600 延安,吴起高级中学英语教研室(蔺一卓);
    710032 西安,第四军医大学2012级临床医学专业(闫松)
  • 出版日期:2017-03-01 发布日期:2020-12-09
  • 通讯作者: 马保安, Email:gukemba@fmmu.edu.cn

Application of combined teaching method in orthopedics probation teaching

Yan Kang, Yue Yan, Lin Yizhuo, Yan Song, Zhao Zhen, Wang Haipeng, Zhang Enwei, Yang Tongtao, Ma Bao'an   

  1. Department of Orthopedics Surgery, Tangdu Hospital, the Fourth Military Medical University, Xi'an 710038, China(Yan K, Zhao Z, Wang HP, Yang TT, Ma BA);
    Teaching and Research Office of English Specialty, Changan Xingguo Junior High School, Xi'an 710038, China (Yue Y);
    Teaching and Research Office of English Specialty, Wuqi Senior High School, Yan'an 717600, China (Lin YZ);
    Grade 2012, Clinical Medicine Major, the Fourth Military Medical University, Xi'an 710038, China(Yan S)
  • Online:2017-03-01 Published:2020-12-09
  • Contact: Ma Bao'an, Email:gukemba@fmmu.edu.cn

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摘要： 目的 评估以案例为基础学习(case-based learning,CBL)联合以问题为基础学习(problem-based learning,PBL)教学方法在骨科学临床见习教学中的教学效果。方法 设计随机对照试验,通过试题考核及问卷调查的形式,对CBL联合PBL组和PBL组的教学效果进行评估。结果 通过试题考核的方式,评价不同教学方法组学生对教学大纲要求内容的掌握情况。结果显示,CBL联合PBL组学生较PBL组学生对理论知识的掌握更好。问卷调查结果显示,学生对CBL联合PBL教学方法的满意度更高。CBL联合PBL组学生在学习积极性、表达能力、学习兴趣、团队合作能力、师生间交流等方面优于PBL组。在文献检索能力、综合分析能力方面CBL联合PBL组学生差于PBL组。在自学能力方面,两组间无明显差异。结论 将CBL联合PBL教学引入骨科学见习教学,有效提高了教学质量及学生解决临床问题的能力,值得在临床见习教学中推广。同时,本文对多种教学方法的优缺点及适用对象进行了初步讨论,以供广大医学教育工作者参考。

关键词: 骨科学, 临床见习教学, 以案例为基础学习, 以问题为基础学习, 联合教学

Abstract: Objectives To evaluate the teaching efficiency of case-based learning(CBL) combined with problem-based learning(PBL) in clinical probation teaching of orthopedics, and to provide a theoretic basis for the clinical practice of undergraduate teaching.Methods A randomized controlled trial was designed to evaluate the efficiency of different teaching methods through examination and questionnaire.Results To evaluate the knowledge mastery level of students in different groups through examination. The results show that the knowledge mastery level of students in “CBL combined with PBL group” was better than that in “PBL group”. Through questionnaire survey, the students' recognition of different teaching methods was evaluated. A total of 190 questionnaires were issued, and all of them were replied. The results from questionnaire survey show that the students were more satisfied to the “CBL combined with PBL” teaching method. Students in “CBL combined with PBL group” were better than that in “PBL group” in the aspects of learning motivation, expression ability, interest in learning, team cooperation ability, communication between teachers and students, and the results were statistically significant. However, students in “PBL group” were better in the aspects of literature retrieval and comprehensive analysis abilities. There was no significant difference between the two groups in terms of self-learning ability.Conclusions Our teaching faculty applied “CBL combined with PBL teaching method” to the clinical probation teaching practice of orthopedics, and effectively improve the teaching efficiency and students' ability in solving problems. Meanwhile, the advantages and disadvantages of the common teaching methods were briefly discussed.

Key words: Orthopedics, Clinical probation teaching, Case-based learning, Problem-based learning, Combined teaching