摘要
目的探究案例教学法(case-based learning,CBL)+以问题为基础的教学法(problem-based learning,PBL)双轨教学对中医本科学生在内科学课程中临床应用能力和诊疗思维能力提升的效果。方法2020年9月—2021年7月,选取2018级中医学本科的两个班级,共计82名学生,并随机分配为研究组42名和对照组40名。研究组采用CBL+PBL双轨教学,对照组采用常规的基于讲授的教学方法(lecture-based learning,LBL)。2组学生选择相同的教材、教学内容、任课教师,在学期结束后以理论考试与调查问卷的方式进行教学评价。结果研究组提升学习效果、培养临床思维、提高学习兴趣、培养学生自主学习、培养创新及发散性思维、培养分析及解决问题的能力、文献查阅能力、团队协作的能力、教学模式有趣、对教学方式满意等评价均优于对照组,差异有统计学意义(P<0.05)。2组基础知识掌握方面、交流表达能力的提高、教学目标明确比较,差异无统计学意义(P>0.05)。研究组理论知识得分、临床病例得分、总分均高于对照组,差异有统计学意义(P<0.05)。结论CBL+PBL双轨教学适用于中医学本科生内科学教学,能够有效提高学生对知识的掌握能力,提升学生解决问题、临床思维以及自主学习的能力。
Objective To explore the effect of case-based learning(CBL)+problem-based learning(PBL)dual-track teaching method on the improvement of clinical application ability and diagnosis and treatment thinking ability of TCM undergraduate students in internal science courses.Methods From September 2020 to July 2021,a total of 82 students were selected from two classes of Chinese medicine undergraduate students of grade 2018,and they were randomly assigned to 42 students in the study group and 40 students in the control group.The research group was subjected to the CBL+PBL dual-track teaching method,while the control group was subjected to the conventional lecture-based learning(LBL)method.Both groups were provided with the same teaching materials,content,and instructors.At the end of the semester,the teaching was evaluated through theoretical examinations and survey questionnaires for both groups.Results The study group was superior to the control group in improving learning effect,cultivating clinical thinking,improving learning interest,cultivating students'independent learning,cultivating innovative and divergent thinking,cultivating analysis and problem solving ability,literature review ability,teamwork ability,interesting teaching mode and satisfaction with teaching methods,and the difference was statistically significant(P<0.05).There was no statistical significance in the mastery of basic knowledge,the improvement of communication and expression ability,and the clarity of teaching objectives between the two groups(P>0.05).The theoretical knowledge score,clinical case score and total score of the study group were higher than those of the control group,and the difference was statistically significant(P<0.05).Conclusion The CBL+PBL dual-track teaching method is suitable for the teaching of internal medicine TCM,which can effectively improve students'ability to master knowledge,improve students'ability to solve problems,clinical thinking and autonomous learning,and can be popularized and applied in the teaching reform of undergraduate courses.
作者
邓婷
吴英智
李荣
吴辉
杨晓军
吴伟
DENG Ting;WU Yingzhi;LI Rong;WU Hui;YANG Xiaojun;WU Wei(Department of Cardiovascular Disease,the First Affiliated Hospital of Guangzhou University of Chinese Medicine,Guangzhou Guangdong 510405,China;Department of Cardiovascular Disease,South China Hospital of Shenzhen University,Shenzhen Guangdong 518061,China;Department of Internal Medicine,the First Affiliated Hospital of Guangzhou University of Chinese Medicine,Guangzhou Guangdong 510405,China)
出处
《中国继续医学教育》
2024年第13期67-71,共5页
China Continuing Medical Education
基金
广州中医药大学校级高等教育教学改革项目(广中医校办〔2020〕235号)
广州中医药大学2021年课程思政建设项目(广中医校办〔2021〕105号)。
关键词
中医
内科学
课程教学
基于案例的教学法
基于问题的教学法
诊疗思维
traditional Chinese medicine
course teaching
internal medicine
case-based teaching method
problem-based teaching method
diagnosis and treatment thinking
