中华医学教育探索杂志
中華醫學教育探索雜誌
중화의학교육탐색잡지
Chinese Journal of Medical Education Research
2012年
7期
706-708
,共3页
胡家昌%张鼎%杜江%王瑞兰%俞康龙
鬍傢昌%張鼎%杜江%王瑞蘭%俞康龍
호가창%장정%두강%왕서란%유강룡
以病例为基础的学习%教学评估%迷你临床评估训练%直接观察操作技能
以病例為基礎的學習%教學評估%迷妳臨床評估訓練%直接觀察操作技能
이병례위기출적학습%교학평고%미니림상평고훈련%직접관찰조작기능
Case-based learning%Teaching evaluation%Mini-clinical evaluation exercise%Direct observation of procedural skills
目的 探索危重病教学中以病例为基础的学习(Case-based learning,CBL)评估方法.方法 将53名2010年至2012年在我院实习的上海交通大学医学院临床医学系本科学生分为传统教学组和CBL教学组,CBL教学组采用传统教学结合CBL教学,选择重症急性胰腺炎及多发伤2种重症监护病房(Intesive care unit,ICU)常见危重病病例为CBL案例.2组学生均在教学实习结束后进行理论知识、迷你临床评估训练( Mini-clinical evaluation exercise,Mini-CEX)及直接观察操作技能(Direct observation of procedural skills,DOPS)评估.结果 2组在理论知识考核中差异无统计学意义；在Mini-CEX评估中,CBL教学组在医疗面谈能力(P=0.000)、人文关怀(P=0.013)、临床诊断(P=0.035)、咨商卫教(P=0.009)、整体临床能力方面(P=0.008)明显优于传统教学组；CBL案例中所讨论到的气管插管(P=0.016)及中心静脉穿刺(P=0.001)的DOPS评分,CBL教学组明显高于传统教学组.结论 传统理论知识考核在CBL教学评估中意义不大；针对临床综合能力及技能操作能力的Mini-CEX及DOPS评估更能体现CBL教学的优势.
目的 探索危重病教學中以病例為基礎的學習(Case-based learning,CBL)評估方法.方法 將53名2010年至2012年在我院實習的上海交通大學醫學院臨床醫學繫本科學生分為傳統教學組和CBL教學組,CBL教學組採用傳統教學結閤CBL教學,選擇重癥急性胰腺炎及多髮傷2種重癥鑑護病房(Intesive care unit,ICU)常見危重病病例為CBL案例.2組學生均在教學實習結束後進行理論知識、迷妳臨床評估訓練( Mini-clinical evaluation exercise,Mini-CEX)及直接觀察操作技能(Direct observation of procedural skills,DOPS)評估.結果 2組在理論知識攷覈中差異無統計學意義；在Mini-CEX評估中,CBL教學組在醫療麵談能力(P=0.000)、人文關懷(P=0.013)、臨床診斷(P=0.035)、咨商衛教(P=0.009)、整體臨床能力方麵(P=0.008)明顯優于傳統教學組；CBL案例中所討論到的氣管插管(P=0.016)及中心靜脈穿刺(P=0.001)的DOPS評分,CBL教學組明顯高于傳統教學組.結論 傳統理論知識攷覈在CBL教學評估中意義不大；針對臨床綜閤能力及技能操作能力的Mini-CEX及DOPS評估更能體現CBL教學的優勢.
목적 탐색위중병교학중이병례위기출적학습(Case-based learning,CBL)평고방법.방법 장53명2010년지2012년재아원실습적상해교통대학의학원림상의학계본과학생분위전통교학조화CBL교학조,CBL교학조채용전통교학결합CBL교학,선택중증급성이선염급다발상2충중증감호병방(Intesive care unit,ICU)상견위중병병례위CBL안례.2조학생균재교학실습결속후진행이론지식、미니림상평고훈련( Mini-clinical evaluation exercise,Mini-CEX)급직접관찰조작기능(Direct observation of procedural skills,DOPS)평고.결과 2조재이론지식고핵중차이무통계학의의；재Mini-CEX평고중,CBL교학조재의료면담능력(P=0.000)、인문관부(P=0.013)、림상진단(P=0.035)、자상위교(P=0.009)、정체림상능력방면(P=0.008)명현우우전통교학조；CBL안례중소토론도적기관삽관(P=0.016)급중심정맥천자(P=0.001)적DOPS평분,CBL교학조명현고우전통교학조.결론 전통이론지식고핵재CBL교학평고중의의불대；침대림상종합능력급기능조작능력적Mini-CEX급DOPS평고경능체현CBL교학적우세.
Objective To explore the effective evaluation methods of case-based learning (CBL) in critical disease teaching.Methods Totally 53 undergraduate students in department of clinical medicine of Shanghai Jiao Tong University,who practiced in our hospital from 2010 to 2012,were divided into the traditional teaching group and CBL teaching group.We used traditional teaching combining with CBL teaching in CBL group.Common cases of critical illness(severe acute pancreatitis and multiple trauma)in intensive care unit (ICU) were selected for CBL cases.The evaluation of theoretical knowledge,mini-clinical evaluation exercise(Mini-CEX)and direct observation of procedural skills (DOPS) were continued after teaching and practice.Results These was no significant difference in the theoretical knowledge examination between the two groups. In Mini-CEX,the students in CBL group were better concerning the medical interview capacity (P=0.000),humanistic care (P=0.013),clinical diagnosis(P=0.035),counseling(P=0.009) and the overall clinical competence (P=0.008) than those in traditional teaching group.The DOPS scores of endotracheal intubation (P=0.016)and central venous catheterization (P=0.001)discussed in CBL teaching were significantly higher in CBL group.Conclusion Traditional theoretical knowledge examination has little significance in the assessment of CBL teaching,but Mini-CEX and DOPS can reflect the advantages of CBL teaching better in the assessment of clinical abilities and skills.
