| 闫铭,李苇航,丁子毅,等.以问题为基础的学习联合以案例为基础的学习在脊柱外科实习生临床带教中的应用.骨科,2022,13(5): 433-436. |
| 以问题为基础的学习联合以案例为基础的学习在脊柱外科实习生临床带教中的应用 |
| Application of Problem-based Learning Combined with Case-based Learning in Clinical Teaching of Spinal Surgery Interns |
| 投稿时间：2022-05-07 |
| DOI：10.3969/j.issn.1674-8573.2022.05.010 |
| 中文关键词: 脊柱外科 临床 以问题为基础的学习 以案例为基础的学习 |
| 英文关键词: Spinal surgery Clinic Problem-base learning teaching Case-based learning teaching |
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| 摘要点击次数: 3066 |
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| 中文摘要: |
| 目的 探讨以问题为基础的学习（problem-based learning，PBL）联合以案例为基础的学习（case-based learning，CBL）在脊柱外科医学生带教中的教学意义及优势。方法 选取2021年3月至2021年9月在我院脊柱外科实习的53名2017级本科生，随机将其分为传统教学组（简称传统组，28例）和教学方法联合组（简称联合组，25例）进行实习带教，其中传统组男15人，女13人，年龄为（22.04±0.58）岁。联合组男13人，女12人，年龄为（22.36±0.64）岁。实习结束后通过出科考核的方式对学生理论知识及临床实践能力进行考核。同时派发问卷调查，评价老师教学水平及对课程设计满意情况。结果 联合组理论知识及临床实践能力均优于传统组，两组间差异有统计学意义（P＜0.05）。另外，从学生反馈来看，联合组学生对老师教学形式及课程设计的满意度更高。结论 教学方法的组合更有利于调动学生主观能动性及主动学习的积极性，培养学习兴趣，提高学习效率。从而更好地掌握脊柱外科专业知识及临床技能，提高本科生及规培生培养质量。 |
| 英文摘要: |
| Objective To explore the teaching implications and advantages of problem-based learning (PBL) combined with case-based learning (CBL) in the teaching of medical students in spine surgery. Methods A total of 53 undergraduate students of the class of 2017 who practiced in spine surgery at our hospital from March 2021 to September 2021 were selected and randomly divided into a traditional teaching group (traditional group, 28 cases) and a combined teaching method group (combined group, 25 cases) for internship teaching, with 15 males and 13 females in the traditional group, aged (22.04±0.58) years. There were 13 males and 12 females in the combined group, with an age of (22.36±0.64) years. After the internship, the students' theoretical knowledge and clinical practice ability were assessed by the way of out-of-class examination. Questionnaires were also distributed to evaluate the teaching level of the teachers and their satisfaction with the curriculum design. Results The theoretical knowledge and clinical practice ability of the combined group were better than those of the traditional group, and the difference between the two groups was statistically significant (P＜0.05). In addition, according to the students' feedback, the students in the combined group were more satisfied with the teacher's teaching format and course design. Conclusion The combination of teaching methods is more conducive to mobilizing students' subjective initiative and active learning, cultivating interest in learning, and improving learning efficiency. This leads to better mastery of spinal surgery expertise and clinical skills, and improves the quality of training for undergraduate and trainees. |
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