CAJ | 학술논문

目的：评估以病例为基础的学习（case-based learning， CBL）结合双语教学在危重病教学中的可行性与效果。方法随机将69名2011年至2012年的上海交通大学临床医学系本科学生分为双语CBL组（36人）和中文CBL组（33人），选择多发伤病例作为案例教材。比较双语CBL组和中文CBL组学生对于教材和教师的看法及接受程度，学生自我评价，教师对学生的评价，学生最后理论成绩和操作考试成绩之间有无差异。使用SPSS 18.0进行统计学分析，采用两独立样本t检验，以P<0.05为差异有统计学意义。结果与中文CBL组相比，双语CBL组学生对英语教材的评价更低（P=0.035），差异有统计学意义，而学生对教师评价（P=0.093）、学生自我评价（P=0.816）、教师对学生的总评价（P=0.812）2组比较差异均无统计学意义。最终期末考试中理论考试成绩（P=0.100）、操作考试中气管插管（P=0.489）、心肺复苏（P=0.764）2组比较差异无统计学意义，仅深静脉穿刺得分双语CBL组比中文CBL组低且差异有统计学意义（P=0.011）。结论医学双语CBL教学具有可行性，在不影响原有基础知识的传授上，该教学法能够提高学生英语水平，提升学习兴趣，激发学生的主观能动性。
목적：평고이병례위기출적학습（case-based learning， CBL）결합쌍어교학재위중병교학중적가행성여효과。방법수궤장69명2011년지2012년적상해교통대학림상의학계본과학생분위쌍어CBL조（36인）화중문CBL조（33인），선택다발상병례작위안례교재。비교쌍어CBL조화중문CBL조학생대우교재화교사적간법급접수정도，학생자아평개，교사대학생적평개，학생최후이론성적화조작고시성적지간유무차이。사용SPSS 18.0진행통계학분석，채용량독립양본t검험，이P<0.05위차이유통계학의의。결과여중문CBL조상비，쌍어CBL조학생대영어교재적평개경저（P=0.035），차이유통계학의의，이학생대교사평개（P=0.093）、학생자아평개（P=0.816）、교사대학생적총평개（P=0.812）2조비교차이균무통계학의의。최종기말고시중이론고시성적（P=0.100）、조작고시중기관삽관（P=0.489）、심폐복소（P=0.764）2조비교차이무통계학의의，부심정맥천자득분쌍어CBL조비중문CBL조저차차이유통계학의의（P=0.011）。결론의학쌍어CBL교학구유가행성，재불영향원유기출지식적전수상，해교학법능구제고학생영어수평，제승학습흥취，격발학생적주관능동성。
Objective The feasibility and effectiveness of bilingual teaching combined with CBL (case-based learning) was evaluated in our study. Methods From 2011 to 2012, 69 students from Shanghai Jiaotong University were randomly divided into Bilingual CBL group (36 students) and Chinese CBL group(33 students). A case of salvage of multiple trauma patients was selected as a text-book case and students' acceptance to textbooks and teachers was assessed. Besides, students' self-evaluation, teachers' evaluation of students, students' achievement in procedures and the final theory test scores were evaluated as the outcome of the assessment. Results Students' acceptance of textbook in Bilingual CBL group is lower than that in the Chinese CBL group(P=0.035). Differences in students' evaluation of teacher (P=0.093), students' self-evaluation (P=0.816), and teachers' evaluation of the student(P=0.812) were not statistically significant. Final written examination scores(P=0.100), operat-ing procedures in tracheal intubations (P=0.489), and cardiopulmonary resuscitation (P=0.764) were not statistically different . Only central venous puncture showed a statistical difference ( P=0 . 011 ) . Conclusions Medical bilingual CBL teaching is feasible, without affecting the original teaching of medical knowledge. Bilingual teaching can improve students' English proficiency and enhance their interest in learning.