摘要
目的:探讨病例教学法(CBL)联合以问题为基础(PBL)的教学法在心血管介入任职教育中的应用效果。方法:纳入来我院介入培训基地学员40名,随机分为CBL联合PBL教学组(n=20)和对照组(n=20),培训结束后分别进行理论与技能考试以及问卷调查。结果:联合组在心血管介入操作、临床病例综合分析及总成绩均高于对照组(P <0. 05)。联合组在激发学习兴趣、独立思考能力提升、团队协作能力培养、改善语言表达及临床思维分析等方面的优良率高于对照组(P <0. 05)。结论:CBL联合PBL教学法在心血管介入任职教育中可以更好的发挥学员主观能动性,达到较好的教学效果。
Objective： To explore the application effect of case teaching method（ CBL） combined with problem-based（ PBL） teaching method in cardiovascular interventional education. Methods： 40 participants from the intervention training base of our hospital were randomly divided into CBL combined with PBL teaching group（ n = 20） and control group（ n = 20）. After the training,theoretical and skill tests and questionnaires were conducted. RESULTS： The cardiovascular interventional procedures,clinical case analysis and total scores were higher in the combined group than in the control group（ P〈0. 05）. The excellent rate of the joint group in stimulating learning interest,improving independent thinking ability,training teamwork ability,improving language expression and clinical thinking analysis was higher than that of the control group（ P〈0. 05）. Conclusion： CBL combined with PBL teaching method can give better play to students＇ subjective initiative and achieve better teaching results in cardiovascular interventional education.
作者
石蕊
梅金平
周邠伟
刘新林
梁国庆
赵季红
Shi Rui;Mei Jinping;Zhou Binwei(Department of Cardiology,the Affiliated Hospital,Logistics College of Chinese People＇s Armed Police Force,Tianjin 300162,China)
出处
《中国高等医学教育》
2018年第9期81-82,共2页
China Higher Medical Education
基金
武警后勤学院教学研究课题基金重点项目(WHJZ201510)
关键词
CBL
PBL
心血管介入
任职教育
Case-Based Learning
Problem-Based Learning
cardiovascular intervention
Continuing Education
作者简介
石蕊，女，博士，副主任医师，研究方向：冠心病介入治疗。;通讯作者：赵季红Email;zjhwj@125．com
