CAJ | 학술논문

目的：将以案例为基础的教学法(CBL)应用于皮肤外科教学中，并探讨其效果及可行性。方法以第四军医大学西京医院烧伤与皮肤外科2013年32名进修生为教学对象，随机分为CBL组和对照组，每组各16名。CBL组采用CBL教学法，对照组采用传统教学法进行皮肤外科学授课，对两组教学效果进行比较。结果两组理论考试成绩比较，CBL组中优秀者9名，良好者6名，及格者1名，无不及格者；而对照组测试优秀者5名，良好者7名，及格者3名，不及格者1名。 CBL组优秀率高于对照组(56.2%比31.2%)，差异有统计学意义(P<0.05)。而在病例分析与手术操作技能考核中，CBL组中优秀者10名，良好者5名，及格者1名，无不及格者；而对照组中优秀者6名，良好者4名，及格者4名，不及格者2名，CBL组优秀率高于对照组(62.5%比37.5%)，差异有统计学意义(P<0.05)。结论 CBL教学法有利于学生学习观念的转变，能明显提高其自主学习能力，值得在皮肤外科临床教学中应用推广。
목적：장이안례위기출적교학법(CBL)응용우피부외과교학중，병탐토기효과급가행성。방법이제사군의대학서경의원소상여피부외과2013년32명진수생위교학대상，수궤분위CBL조화대조조，매조각16명。CBL조채용CBL교학법，대조조채용전통교학법진행피부외과학수과，대량조교학효과진행비교。결과량조이론고시성적비교，CBL조중우수자9명，량호자6명，급격자1명，무불급격자；이대조조측시우수자5명，량호자7명，급격자3명，불급격자1명。 CBL조우수솔고우대조조(56.2%비31.2%)，차이유통계학의의(P<0.05)。이재병례분석여수술조작기능고핵중，CBL조중우수자10명，량호자5명，급격자1명，무불급격자；이대조조중우수자6명，량호자4명，급격자4명，불급격자2명，CBL조우수솔고우대조조(62.5%비37.5%)，차이유통계학의의(P<0.05)。결론 CBL교학법유리우학생학습관념적전변，능명현제고기자주학습능력，치득재피부외과림상교학중응용추엄。
Objective To explore the feasibility and effect of the case-based learning (CBL) method used in Dermato-logic surgery teaching. Methods During 2013, 32 visiting students in Department of Burns and Cutaneous Surgery, Xi-jing Hospital of the Fourth Military Medical University were randomly divided into CBL group and control group, with 16 students in each group. CBL group was given CBL teaching method and control group was given traditional teaching method. The effects of teaching were compared between the two groups. Results The score of theory examination in CBL group, 9 students were excellent, 6 students were good, 1 student was pass, no fail; while in the control group, 5 students were excellent, 7 students were good, 3 students were pass, 1 student was fail. The excellent rate in CBL group was better than that in the control group (56.2%v s 31.2%), the difference was statistically significant (P<0.05). In the assessment of operation skills, case analysis and operation, the score in CBL group, 10 students were excellent, 5 stu-dents were good, 1 student was pass, no fail; while in the control group, 6 students were excellent, 4 students were good, 4 students were pass, 2 students were fail. The excellent rate in CBL group was better than that in the control group (62.5% v s 37.5%), the difference was statistically significant (P< 0.05). Conclusion The CBL method changes the learning concept of the students and further improves their autonomous learning ability. Thus, this method is worth advocating widely.