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
2013年
5期
496-498
,共3页
麻醉学%以案例为基础的学习%临床见习
痳醉學%以案例為基礎的學習%臨床見習
마취학%이안례위기출적학습%림상견습
Anesthesiology%Case-based learning%Clinical probation
目的 探讨以案例为基础的学习(case-based learning,CBL)在麻醉学临床见习教学中的应用和效果.方法 选取2008级和2009级麻醉学系本科生313名,采用随机数字表法将其分为CBL组(157人)和LBL组(156人),分别实施CBL教学和传统教学.授课结束后,对2组学生采用理论考试和问卷调查相结合的方法进行教学效果的评价,对任课教师采用问卷调查进行CBL教学的认知和评价.采用SPSS 17.0软件进行统计学处理.计量资料以均数±标准差表示,组间比较采用t检验,计数资料组间比较采用x2检验,以P ＜0.05为差异有统计学意义.结果 CBL组学生理论考试成绩(86.7±5.4)分,明显高于LBL组的(75.8±4.5)分.CBL组82％的学生认为综合素质得到提高,LBL组仅有42％,差异具有统计学意义(P＜0.05).75％的任课教师认为CBL的教学效果更好.结论 CBL教学效果优于传统教学法,师生接受度均较高.
目的 探討以案例為基礎的學習(case-based learning,CBL)在痳醉學臨床見習教學中的應用和效果.方法 選取2008級和2009級痳醉學繫本科生313名,採用隨機數字錶法將其分為CBL組(157人)和LBL組(156人),分彆實施CBL教學和傳統教學.授課結束後,對2組學生採用理論攷試和問捲調查相結閤的方法進行教學效果的評價,對任課教師採用問捲調查進行CBL教學的認知和評價.採用SPSS 17.0軟件進行統計學處理.計量資料以均數±標準差錶示,組間比較採用t檢驗,計數資料組間比較採用x2檢驗,以P ＜0.05為差異有統計學意義.結果 CBL組學生理論攷試成績(86.7±5.4)分,明顯高于LBL組的(75.8±4.5)分.CBL組82％的學生認為綜閤素質得到提高,LBL組僅有42％,差異具有統計學意義(P＜0.05).75％的任課教師認為CBL的教學效果更好.結論 CBL教學效果優于傳統教學法,師生接受度均較高.
목적 탐토이안례위기출적학습(case-based learning,CBL)재마취학림상견습교학중적응용화효과.방법 선취2008급화2009급마취학계본과생313명,채용수궤수자표법장기분위CBL조(157인)화LBL조(156인),분별실시CBL교학화전통교학.수과결속후,대2조학생채용이론고시화문권조사상결합적방법진행교학효과적평개,대임과교사채용문권조사진행CBL교학적인지화평개.채용SPSS 17.0연건진행통계학처리.계량자료이균수±표준차표시,조간비교채용t검험,계수자료조간비교채용x2검험,이P ＜0.05위차이유통계학의의.결과 CBL조학생이론고시성적(86.7±5.4)분,명현고우LBL조적(75.8±4.5)분.CBL조82％적학생인위종합소질득도제고,LBL조부유42％,차이구유통계학의의(P＜0.05).75％적임과교사인위CBL적교학효과경호.결론 CBL교학효과우우전통교학법,사생접수도균교고.
Objective To investigate the effects of case-based learning (CBL) applied in the clinical probation of anesthesiology.Methods Totally 313 undergraduates from the department of anesthesiology were randomly divided into 2 groups:CBL group (n =157) and LBL group (n =156).CBL methods were used to teach students in CBL group while traditional teaching methods were used to teach students in LBL group.After the causes being finished,a combination of theoretical examination and questionnaire were used to evaluate the teaching effectiveness between the two groups and a questionnaire was used to evaluate the recognition of teachers on CBL method.Data were managed by SPSS 17.0 software package.Quantitative data between groups were compared by t-test,enumeration data between groups were compared by chi-square test.Results Students in CBL group acquired higher score (86.7 ± 5.4) than those in LBL group (75.8 ± 4.5).82％ students in CBL group considered that their overall quality was improved while 42％ students in the LBL group thought so (P ＜ 0.05).75％ of faculties preferred the CBL methods.Conclusions Effect of CBL methods is better than traditional teaching methods and it's preferred by faculty and students.
