中华医学教育杂志
中華醫學教育雜誌
중화의학교육잡지
CHINESE JOURNAL OF MEDICAL EDUCATION
2015年
1期
84-86,114
,共4页
龚邦东%汤建平%房星星%张晓宇%程昉%冯润
龔邦東%湯建平%房星星%張曉宇%程昉%馮潤
공방동%탕건평%방성성%장효우%정방%풍윤
以病例为基础教学%以问题为基础学习%以授课为基础学习%内科学%见习
以病例為基礎教學%以問題為基礎學習%以授課為基礎學習%內科學%見習
이병례위기출교학%이문제위기출학습%이수과위기출학습%내과학%견습
Case-based instruction%Problem-based learning%Lecture-based learning%Internal medicine%Clinical practice
目的 比较以病例为基础教学(case-based instruction,CBI)与以授课为基础学习(lecture-based learning,LBL)教学相结合(以下简称CBI+ LBL教学)、以问题为基础学习(problem-based learning,PBL)教学与以授课为基础学习(lecture-based learning,LBL)教学相结合(以下简称PBL+ LBL教学)两种组合教学方法在临床医学专业学生内科学见习教学中的可行性和效果.方法 选择同济大学2009级八年制临床医学专业12名学生、2010级七年制临床医学专业32名学生为研究对象,将学生分为两组,分别采用CBI+LBL和PBL+LBL教学方法.通过比较学生的考试成绩、病例分析能力及对他们的问卷调查,评价两种组合教学方法的教学效果.结果 实施CBI+ LBL教学方法的学生在内科学多数亚专科见习成绩、病例分析能力高于实施PBL+ LBL教学方法的学生,差异具有统计学意义.问卷调查结果显示,学生更愿意接受CBI+ LBL教学方法.结论 CBI+ LBL教学方法有助于提高学生临床思维能力和自我学习能力.
目的 比較以病例為基礎教學(case-based instruction,CBI)與以授課為基礎學習(lecture-based learning,LBL)教學相結閤(以下簡稱CBI+ LBL教學)、以問題為基礎學習(problem-based learning,PBL)教學與以授課為基礎學習(lecture-based learning,LBL)教學相結閤(以下簡稱PBL+ LBL教學)兩種組閤教學方法在臨床醫學專業學生內科學見習教學中的可行性和效果.方法 選擇同濟大學2009級八年製臨床醫學專業12名學生、2010級七年製臨床醫學專業32名學生為研究對象,將學生分為兩組,分彆採用CBI+LBL和PBL+LBL教學方法.通過比較學生的攷試成績、病例分析能力及對他們的問捲調查,評價兩種組閤教學方法的教學效果.結果 實施CBI+ LBL教學方法的學生在內科學多數亞專科見習成績、病例分析能力高于實施PBL+ LBL教學方法的學生,差異具有統計學意義.問捲調查結果顯示,學生更願意接受CBI+ LBL教學方法.結論 CBI+ LBL教學方法有助于提高學生臨床思維能力和自我學習能力.
목적 비교이병례위기출교학(case-based instruction,CBI)여이수과위기출학습(lecture-based learning,LBL)교학상결합(이하간칭CBI+ LBL교학)、이문제위기출학습(problem-based learning,PBL)교학여이수과위기출학습(lecture-based learning,LBL)교학상결합(이하간칭PBL+ LBL교학)량충조합교학방법재림상의학전업학생내과학견습교학중적가행성화효과.방법 선택동제대학2009급팔년제림상의학전업12명학생、2010급칠년제림상의학전업32명학생위연구대상,장학생분위량조,분별채용CBI+LBL화PBL+LBL교학방법.통과비교학생적고시성적、병례분석능력급대타문적문권조사,평개량충조합교학방법적교학효과.결과 실시CBI+ LBL교학방법적학생재내과학다수아전과견습성적、병례분석능력고우실시PBL+ LBL교학방법적학생,차이구유통계학의의.문권조사결과현시,학생경원의접수CBI+ LBL교학방법.결론 CBI+ LBL교학방법유조우제고학생림상사유능력화자아학습능력.
Objective To compare the feasibility and effects between case-based instruction with lecture-based learning and problem-based learning with lecture-based learning on internal medicine clinical practice.Methods By senior students of seven-year program or eight-year program,experimental group try out the teaching pattern of CBI/LBL,and control group keeps PBL/LBL,to compare the comprehensive abilities of exercising information with previous ones through exams,case analysis and questionnaire.Results Scores of written examinations and case analysis of CBI/LBL group of students are mostly higher than PBL/LBL group of students with statistically significant difference.Survey results show that CBI/LBL teaching methods are welcome by students.Conclusions CBI is benefit to improve students' clinical thinking skills and self-learning ability,perhaps more suitable for the current domestic clinical seven-year program,or eight-year program.
