心血管介入任职教育中CBL联合PBL教学法的应用探索
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摘要
目的:探讨病例教学法(CBL)联合以问题为基础(PBL)的教学法在心血管介入任职教育中的应用效果。方法:纳入来我院介入培训基地学员40名,随机分为CBL联合PBL教学组(n=20)和对照组(n=20),培训结束后分别进行理论与技能考试以及问卷调查。结果:联合组在心血管介入操作、临床病例综合分析及总成绩均高于对照组(P <0. 05)。联合组在激发学习兴趣、独立思考能力提升、团队协作能力培养、改善语言表达及临床思维分析等方面的优良率高于对照组(P <0. 05)。结论:CBL联合PBL教学法在心血管介入任职教育中可以更好的发挥学员主观能动性,达到较好的教学效果。
Objective: To explore the application effect of case teaching method( CBL) combined with problem-based( PBL) teaching method in cardiovascular interventional education. Methods: 40 participants from the intervention training base of our hospital were randomly divided into CBL combined with PBL teaching group( n = 20) and control group( n = 20). After the training,theoretical and skill tests and questionnaires were conducted. RESULTS: The cardiovascular interventional procedures,clinical case analysis and total scores were higher in the combined group than in the control group( P < 0. 05). The excellent rate of the joint group in stimulating learning interest,improving independent thinking ability,training teamwork ability,improving language expression and clinical thinking analysis was higher than that of the control group( P < 0. 05). Conclusion: CBL combined with PBL teaching method can give better play to students' subjective initiative and achieve better teaching results in cardiovascular interventional education.
Objective: To explore the application effect of case teaching method( CBL) combined with problem-based( PBL) teaching method in cardiovascular interventional education. Methods: 40 participants from the intervention training base of our hospital were randomly divided into CBL combined with PBL teaching group( n = 20) and control group( n = 20). After the training,theoretical and skill tests and questionnaires were conducted. RESULTS: The cardiovascular interventional procedures,clinical case analysis and total scores were higher in the combined group than in the control group( P < 0. 05). The excellent rate of the joint group in stimulating learning interest,improving independent thinking ability,training teamwork ability,improving language expression and clinical thinking analysis was higher than that of the control group( P < 0. 05). Conclusion: CBL combined with PBL teaching method can give better play to students' subjective initiative and achieve better teaching results in cardiovascular interventional education.
引文
[1]赵季红,周邠伟,刘新林,等. PBL在任职教育心血管介入培训中的应用研究[J].中华医学教育探索杂志,2016,15(9):965-968.
[2]刘兆平,霍勇.经皮冠状动脉介入治疗规范化管理[J].中国医学前沿杂志(电子版),2015,7(1):7-8.
[3]郑景辉,何晶. CBL教学模式在心血管内科临床教学中的应用[J].中医药管理杂志,2015,23(3):143-144.
[4]张天华,迟德财. CBL和PBL双轨式教学在血管外科轮转住院医师培养中的应用[J].中国高等医学教育,2014(12):105-106.
[5]Onyon C. Problem-Based learning:a review of the educationaland psychological theory[J]. Clin Teach,2012,9(1):22-26.
[6]付振虹,金琴花,盖鲁粤,等.心血管疾病介入诊疗培训基地教学模式及质量管理初探[J].中国医学教育技术,2013,27(1):98-101.
[7]Chilkoti G,Wadhwa R,Kumar A. Status of problem based learning in postgraduate anesthesia teaching:A cross-sectional survey[J]. Saudi J Anaesth,2015,9(1):64-70.
[8]Bokey L,Chapuis PH,Dent OF. Problem-based learning in medical education:one of many learning paradigms[J]. Med J Aust,2014,201(3):134-136.
[9]Huo Y. Current status and development of percutaneous coronaryintervention in China[J]. J Zhejiang Univ Sci B,2010,11(8):631-633.
[2]刘兆平,霍勇.经皮冠状动脉介入治疗规范化管理[J].中国医学前沿杂志(电子版),2015,7(1):7-8.
[3]郑景辉,何晶. CBL教学模式在心血管内科临床教学中的应用[J].中医药管理杂志,2015,23(3):143-144.
[4]张天华,迟德财. CBL和PBL双轨式教学在血管外科轮转住院医师培养中的应用[J].中国高等医学教育,2014(12):105-106.
[5]Onyon C. Problem-Based learning:a review of the educationaland psychological theory[J]. Clin Teach,2012,9(1):22-26.
[6]付振虹,金琴花,盖鲁粤,等.心血管疾病介入诊疗培训基地教学模式及质量管理初探[J].中国医学教育技术,2013,27(1):98-101.
[7]Chilkoti G,Wadhwa R,Kumar A. Status of problem based learning in postgraduate anesthesia teaching:A cross-sectional survey[J]. Saudi J Anaesth,2015,9(1):64-70.
[8]Bokey L,Chapuis PH,Dent OF. Problem-based learning in medical education:one of many learning paradigms[J]. Med J Aust,2014,201(3):134-136.
[9]Huo Y. Current status and development of percutaneous coronaryintervention in China[J]. J Zhejiang Univ Sci B,2010,11(8):631-633.