PBL+CBL+CPTM多模式融合教学在耳鼻咽喉头颈外科学临床教学实践中的应用

doi:10.6040/j.issn.1673-3770.0.2024.121

摘要/Abstract

摘要： 目的探讨问题导向教学法(problem based learning, PBL)+病例教学法(case based learning, CBL)+临床路径教学法(clinical pathway teaching method, CPTM)多模式融合教学在耳鼻咽喉头颈外科临床教学实践中的应用效果。方法以2023年9月至2023年12月在山东大学第二医院耳鼻咽喉头颈外科见习轮转的60名见习医师为研究对象,随机数字表法分为实验组和对照组,实验组采用 PBL+CBL+CPTM教学模式,对照组采用 PBL+CBL 教学模式,对两组学员的出科考核成绩及教学评价评分进行比较。结果实验组见习医师的理论知识、病例分析及临床操作的平均考试成绩均显著高于对照组［(92 vs 90,P=0.007)、(92 vs 89,P=0.003)、(92 vs 90,P=0.003)］,差异均具有统计学意义。对见习医师进行问卷调查结果显示,在自主学习能力、理论知识理解能力、分析解决问题能力、临床逻辑思维能力、医患沟通能力方面,实验组见习医师对带教方法的满意度相较于对照组均更优异,差异均具有统计学意义(分别为P=0.016,P=0.025,P=0.022,P=0.024,P=0.044)。结论相较于传统的教学方法,PBL+CBL+CPTM 多模式融合教学法的教学质量更高,学生满意度更好,有利于学生形成系统的知识结构,增强了教学的科学性和系统性,值得在耳鼻咽喉头颈外科学及其它专业的规范化教学及培训中进行推广及应用。

关键词: 临床教学, 耳鼻咽喉头颈外科, 病例教学法, 问题导向教学法, 临床路径教学法

Abstract: Objective To explore the application effect of problem based learning(PBL)+ case based learning(CBL)+ clinical pathway teaching method(CPTM)multimodal fusion teaching in the clinical teaching practice of otolaryngology head and neck surgery. Methods A total of sixty probationary doctors who underwent rotation in the Department of Otolaryngology, Head and Neck Surgery at the Second Hospital of Shandong University from September 2023 to December 2023 were selected as research subjects. They were randomly divided into a research group and a control group. The research group received PBL+CBL+CPTM teaching mode, and the control group received PBL+CBL teaching mode. Then the examination scores and teaching evaluation scores of the two groups of trainees were compared. Results The average evaluation scores of theoretical knowledge, case analysis and clinical operations of the trainees in the research group were significantly higher than those in the control group ［(92 vs 90, P=0.007),(92 vs 89, P=0.003), and(92 vs 90, P=0.003), respectively］, and the differences were statistically significant. The results of a questionnaire survey of novice doctors showed that in terms of self-learning ability, ability to understand theoretical knowledge, problem-solving ability, clinical logical thinking ability, and doctor-patient communication ability, the satisfaction of the research group of novice doctors with teaching methods was superior to that of the control group, and the differences were statistically significant(P=0.016,P=0.025,P=0.022,P=0.024, P=0.044). Conclusion Compared with traditional teaching methods, the PBL+CBL+CPTM multimodal integration teaching method has higher teaching quality, better student satisfaction, and is conducive to the formation of a systematic knowledge structure for students, improving the scientific and systematic nature of teaching. It is worth promoting and applying in the standard training of otolaryngology head and neck surgery and other specialties.

Key words: Clinical teaching, Otolaryngology Head and Neck Surgery, Case based learning, Problem based learning, Clinical pathway teaching method

中图分类号:

R762

金鹏,梁旭,汪洋,訾晓雪. PBL+CBL+CPTM多模式融合教学在耳鼻咽喉头颈外科学临床教学实践中的应用[J]. 山东大学耳鼻喉眼学报, 2024, 38(4): 70-76.

JIN Peng, LIANG Xu, WANG Yang, ZI Xiaoxue. An exploration of PBL combined with CBL and CPTM methods in clinical teaching of otorhinolaryngology head and neck surgery[J]. Journal of Otolaryngology and Ophthalmology of Shandong University, 2024, 38(4): 70-76.

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