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外科研究与新技术（中英文）

外科研究与新技术（中英文） ›› 2024, Vol. 13 ›› Issue (2): 162-165.doi: 10.3969/j.issn.2095-378X.2024.02.019

• 卫生教育与管理 • 上一篇    下一篇

PBL联合CBL教学模式在规培学员心脏瓣膜病诊治教学中的应用

岳洪华, 方智   

  1. 四川大学华西医院心脏大血管外科, 四川 成都 610041
  • 收稿日期:2024-04-11 出版日期:2024-06-28 发布日期:2024-07-04
  • 通讯作者: 方智,电子信箱：fangzhi@wchscu.cn
  • 作者简介:岳洪华（1986—）,男,博士研究生,讲师、主治医师,从事心脏大血管外科工作
  • 基金资助:
    国家自然科学基金面上项目（82370319）

Application of PBL combined with CBL teaching mode in teaching of diagnosis and treatment of heart valvular disease for trainees

YUE Honghua, FANG Zhi   

  1. Department of Cardiac and Vascular Surgery, West China Hospital, Sichuan University, Chengdu 610041, Sichuan, China
  • Received:2024-04-11 Online:2024-06-28 Published:2024-07-04

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摘要： 目的 探究基于问题的学习（PBL）联合基于案例的学习（CBL）教学模式在规培学员心脏瓣膜病诊治教学中的应用。方法 纳入2017年2月—2024年2月进行住院医师规范化培训的临床医学专业学员64名,通过随机数字表法将其分为试验组及对照组,每组各32名,对两组的相关教学数据进行对比分析。结果 试验组理论知识考核成绩为（89.76±0.41）分,实践技能考核成绩为（91.42±0.78）分,均显著高于对照组的理论知识考核成绩[（82.34±0.78）分]和实践技能考核成绩[（81.68±1.63）分],差异有统计学意义（均P<0.05）。试验组在教学内容、教学方法、教学效果、教学能力、教学态度等5个方面的评分均高于对照组（P<0.05）。结论 PBL联合CBL教学模式不仅能够增强学员对于临床教学内容的掌握,提高其理论知识水平及实践技能能力,还能提升学员发现问题解决问题的能力,有效提升其医患沟通能力。

关键词: 基于问题的学习（PBL）, 基于案例的学习（CBL）, 心脏瓣膜病

Abstract: Objective To explore the application of problem-based learning （PBL） combined with case-based learning （CBL） teaching mode in the teaching of diagnosis and treatment of heart valvular disease for trainees. Methods A total of 64 clinical medical students who received standardized residency training from February 2017 to February 2024 were included and divided into a test group and a control group by random number table method, with 32 students in each group. The relevant teaching data of the two groups were compared and analyzed. Results The test group's theoretical scores （89.76±0.41） and practical skill scores （91.42±0.78） were significantly higher than those of the control group （82.34±0.78 and 81.68±1.63） （P<0.05）. The scores of the test group in teaching content, teaching method, teaching effect, teaching ability, and teaching attitude were higher than those of the control group （P<0.05）. Conclusion The teaching mode of PBL combined with CBL can not only enhance students' understanding of clinical teaching content including theoretical knowledge and practical skills, but also improve their ability to find and solve problems, which effectively improve their doctor-patient communication ability.

Key words: Problem-based learning, Case-based learning, Valvular heart disease

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