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传统教学法联合CBL教学法在心血管内科住院医师急性心肌梗死临床教学中的应用
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Abstract:
目的：探索传统教学法联合基于案例学习(Case-Based Learning, CBL)教学法在我院心血管内科住院医师急性心肌梗死临床教学中的应用价值及效果评价。方法：以2021年11月至2023年11月期间在陕西省人民医院心血管内一科参加住院医师规范化培训的学员为研究对象，随机分为对照组和试验组，每组42人；将传统的教学法应用于对照组，将传统教学法联合CBL教学法应用于试验组。出科前对所有学员进行考核，包括理论考核和实践技能考核，比较学员对两种教学方法的满意度评价及两种教学方法效果评价。结果：试验组学员的理论考试及技能考核成绩均显著高于对照组，试验组学员对带教的满意度明显优于对照组，两组差异均有统计学意义(P < 0.05)。结论：传统教学法联合CBL教学法在心血管内科住院医师临床教学中可显著提高住院医师的理论知识和实践技能水平，亦可提高临床教学质量，教学效果优于传统教学法。
Objective: To explore the application and effectiveness evaluation of traditional teaching methods combined with Case Based Learning (CBL) teaching methods in the clinical teaching of acute myocardial infarction among resident cardiovascular physicians in our hospital. Method: Participants who participated in standardized training for resident physicians in the Cardiovascular Department of Shaanxi Provincial People’s Hospital from November 2021 to November 2023 were selected as the research subjects. They were randomly divided into a control group and an experimental group, with 42 participants in each group. The traditional teaching method was applied to the control group, and the combination of traditional teaching method and CBL teaching method was applied to the experimental group. Before graduation, all students will be assessed, including theoretical assessment and practical skill assessment, to compare their satisfaction evaluation of the two teaching methods and the effectiveness evaluation of the two teaching methods. The results showed that the theoretical exam and skill assessment scores of the experimental group were significantly higher than those of the control group. The satisfaction of the experimental group with teaching was significantly better than that of the control group, and the difference between the two groups was statistically significant (P < 0.05). Conclusion: The combination of traditional teaching method and CBL teaching method can significantly improve the theoretical knowledge and practical skills of resident physicians in cardiovascular medicine clinical teaching, and also improve the quality of clinical teaching. The teaching effect is better than traditional teaching method.
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