CAJ | 학술논문

目的：探讨三维动画教学软件结合以病例为基础的学习（case based learning， CBL）在腹股沟疝临床教学中的应用和效果。方法选取北京大学人民医院2008级临床医学八年制进入外科临床见习的30名学生为研究对象。随机分为教学软件结合CBL组（15人）和传统教学组（15人）。教学软件结合CBL组采用三维动画教学软件为学生模拟腹股沟疝的解剖生理、发病机制、临床表现、诊断治疗的全过程，通过典型病例设置问题，以教师指导下的病例讨论开展学习。传统教学组采用教师讲授为主的理论授课、教学查房以及观摩手术。学习结束后对两组学生的理论知识和临床操作技能进行考核，以调查问卷了解教学软件结合CBL组学生对该教学方法的评价，采用t检验对数据进行统计学分析。结果教学软件结合CBL组学生的理论考试成绩为（94.80±1.54）分，优于传统教学组的（86.10±1.86）分，两组比较差异有统计学意义（t=8.242，P=0.000）。教学软件结合CBL组学生的临床技能考核成绩为（91.10±1.01）分，优于传统教学组的（85.90±2.17）分，两组比较差异有统计学意义（t=8.531，P=0.000）。问卷调查结果显示，教学软件结合CBL组80.00%以上学生认为该教学法能调动学习积极性、促进知识的掌握和应用、增强自学能力、培养临床思维和提高学习效率。结论三维动画教学软件结合CBL有助于提高教学质量。
목적：탐토삼유동화교학연건결합이병례위기출적학습（case based learning， CBL）재복고구산림상교학중적응용화효과。방법선취북경대학인민의원2008급림상의학팔년제진입외과림상견습적30명학생위연구대상。수궤분위교학연건결합CBL조（15인）화전통교학조（15인）。교학연건결합CBL조채용삼유동화교학연건위학생모의복고구산적해부생리、발병궤제、림상표현、진단치료적전과정，통과전형병례설치문제，이교사지도하적병례토론개전학습。전통교학조채용교사강수위주적이론수과、교학사방이급관마수술。학습결속후대량조학생적이론지식화림상조작기능진행고핵，이조사문권료해교학연건결합CBL조학생대해교학방법적평개，채용t검험대수거진행통계학분석。결과교학연건결합CBL조학생적이론고시성적위（94.80±1.54）분，우우전통교학조적（86.10±1.86）분，량조비교차이유통계학의의（t=8.242，P=0.000）。교학연건결합CBL조학생적림상기능고핵성적위（91.10±1.01）분，우우전통교학조적（85.90±2.17）분，량조비교차이유통계학의의（t=8.531，P=0.000）。문권조사결과현시，교학연건결합CBL조80.00%이상학생인위해교학법능조동학습적겁성、촉진지식적장악화응용、증강자학능력、배양림상사유화제고학습효솔。결론삼유동화교학연건결합CBL유조우제고교학질량。
Objective To explore the application and effect of three-dimensional animation teaching software combined with case based learning ( CBL ) in inguinal hernia clinical teaching . Methods Totally 30 eight-year program students of Grade 2008 of Peking University People's Hos-pital were randomly divided into the teaching software combined with the CBL group(n=15) and tradi-tional teaching group(n=15). Three-dimensional animation teaching software was used to simulate the whole process of inguinal hernia anatomy and physiology, pathogenesis, clinical manifestations, diag-nosis and treatment in teaching software combined with CBL group. CBL teaching was conducted by setting problems through typical case and case discussion under the guidance of the teacher . The teacher-centered teaching, teaching rounds and watching operation were used in the traditional teaching group . Theory examination and physical examination were given at the end of the study and achieve-ment differences were compared between 2 groups. Questionnaire was used to investigate students' evaluation of the teaching method in teaching software combined with the CBL group and data were statistically described using t test. Results Theoretical exam score of the teaching software combined with the CBL group was (94.80±1.54), superior to the traditional teaching group(86.10±1.86), and the difference was statistically significant(t=8.242, P=0.000). Clinical skill test score of the teaching software combined with the CBL group was (91.10±1.01), superior to the traditional teaching group (85.90±2.17), and the difference was statistically significant(t=8.531, P=0.000). The survey result showed that more than 80.00% students thought that this teaching method could arouse students' learning enthusiasm, promote their mastery and application of knowledge, strengthen their self-study ability, cultivating their clinical thinking and improving their learning efficiency. Conclusion The teaching method of three dimensional animation teaching software combined with CBL , as a new teaching mode, helps to improve the quality of teaching.