CAJ | 학술논문

目的：探讨以案例为主线的教学在机能实验学中的教学效果。方法选择2011级五年制临床医学专业139名学生为研究对象，随机分为对照组（n=70）和案例组（n=69）。对照组采用传统教学，案例组采用以案例为主线的教学，即将临床案例引入教学，通过案例导入、问题设置以及文献查阅和讨论等环节完成教学过程。教学结束后，以考试成绩分析和问卷调查评价教学效果。采用t检验和字2检验进行统计分析。结果案例组学生的操作考试得分优于对照组（P=0.0420），并且案例组的总得分及闭卷考试得分也优于对照组（P值分别为0.0078和0.0082）。问卷调查显示：80%以上的学生认为以案例为主线的教学能够提高学习兴趣、自主学习能力、分析和解决问题能力以及知识应用等能力。结论以案例为主线的教学对提高学生的学习成绩及综合能力优于传统教学。
목적：탐토이안례위주선적교학재궤능실험학중적교학효과。방법선택2011급오년제림상의학전업139명학생위연구대상，수궤분위대조조（n=70）화안례조（n=69）。대조조채용전통교학，안례조채용이안례위주선적교학，즉장림상안례인입교학，통과안례도입、문제설치이급문헌사열화토론등배절완성교학과정。교학결속후，이고시성적분석화문권조사평개교학효과。채용t검험화자2검험진행통계분석。결과안례조학생적조작고시득분우우대조조（P=0.0420），병차안례조적총득분급폐권고시득분야우우대조조（P치분별위0.0078화0.0082）。문권조사현시：80%이상적학생인위이안례위주선적교학능구제고학습흥취、자주학습능력、분석화해결문제능력이급지식응용등능력。결론이안례위주선적교학대제고학생적학습성적급종합능력우우전통교학。
Objective To examine the teaching effects of case-based learning in the class of functional experiment. Methods Students (n=139) of five-year clinical medicine specialty were ran-domly divided into control group (n=70) and case group (n=69). The students of control group were taught with traditional teaching method and the case-based learning was adapted in the case group. Namely the clinical cases were led into teaching and the teaching process was completed through case import, problem sets, and the literature review and discussion. The teaching effects were evaluated through questionnaire survey (Analysis by the χ2-test, the test level is 0.05) and the analysis of test scores (Analysis by the t-test, the test level is 0.05). Results The score of the case group was better than the control group in the operation test (P=0.042 0). The total evaluating score and test score were also better in the case group in comparing to the control group (P=0.007 8 or P=0.008 2). As indicated by the questionnaire survey, more than 80%students thought the case teaching method could improve their learning interests and the independent learning abilities. Moreover, the skills of problem analysis and knowledge application were increased through case teaching. Conclusion The teaching effects of case-based learning were superior to the traditional teaching.