Application of CBL combined with PBL teaching method in clinical oncology practice teaching for international students
CHEN Xin1 XIA Jingyu2 CAO Dedong1 HE Xiaoqin1 XU Ximing1
1.Cancer Center, Renmin Hospital of Wuhan University, Hubei Province, Wuhan 430060, China;
2.School of Foreign Languages and Literature, Wuhan University, Hubei Province, Wuhan 430072, China
Abstract：Objective To investigate the application effect of case-based learning (CBL) combined with problem-based learning (PBL) teaching method in clinical oncology practice teaching for international students. Methods From February 2016 to February 2017, 60 international students in Renmin Hospital of Wuhan University were selected, and they were divided into the experiment group (30 cases) and the control group (30 cases) by random number table. The experiment group was given CBL combined with PBL teaching method, while the control group was given the traditional teaching method. Theoretical knowledge examination, case analysis, clinical operating examination and questionnaire investigation were used to evaluate the teaching effect and satisfaction. Results Before teaching, theoretical knowledge, case analysis and clinical operating scores in two groups were compared, the differences were not statistically significant (P > 0.05). Theoretical knowledge scores and case analysis scores in experiment group were higher than the control group, the differences were statistically significant (P < 0.01). There was no statistically significant difference in the clinical operating scores of two groups (P > 0.05). In addition, the satisfaction rate of improving learning interest, autonomous learning ability, improving clinical thinking and enhancing communication and coordination ability in the experiment group were higher than the control group, the differences were statistically significant (P < 0.05 or P < 0.01). Conclusion CBL combined with PBL teaching mode in clinical oncology international students teaching can improved the quality of clinical teaching, enhanced the students learning initiative and advanced the ability of clinical thinking ability and practical application ability.
陈心1 夏静宇2 曹德东1 何晓琴1 徐细明1. CBL结合PBL教学模式在肿瘤科留学生临床教学中的应用[J]. 中国医药导报, 2018, 15(28): 53-56.
CHEN Xin1 XIA Jingyu2 CAO Dedong1 HE Xiaoqin1 XU Ximing1. Application of CBL combined with PBL teaching method in clinical oncology practice teaching for international students. 中国医药导报, 2018, 15(28): 53-56.
[1] 隋洪玉，赵晓莲，齐淑芳，等.浅议医学留学生教育存在的问题及应对措施[J].广东化工，2018，45（6）：249，261.
[2] 赵新颜，胡豆豆.留学生内科教学临床实习及教学查房的带教效果[J].中国医药导报，2014，11（31）：111-115.
[3] 吴穷，苏方.以案例为基础的PBL教学法在临床肿瘤学教学中的应用探讨[J].中华全科医学，2016，14（5）：844-846.
[4] 姬逸男，蒋奕，李秋云，等.CBL教学法在留学生全英文肿瘤学教学中的应用研究[J].中国继续医学教育，2017， 9（17）：7-9.
[5] 张瑾，白文佩.CBL教学法在妇产科全科医学教育中的效果评价[J].继续医学教育，2017，31（11）：47-50.
[6] 周仑，郑凯，凃玲，等.PBL教学法结合CBL教学法在老年医学教学中的应用[J].中国病案，2017，18（5）：73-75.
[7] 毕鸿雁，刘晓静，脱厚珍，等.国际医学留学生神经病学临床实践教学体会[J].北京医学，2018，40（1）：87-88.
[8] 方宝，武毅英.高等教育来华留学生的变化趋势研究-基于近十五年统计数据的分析[J].高等教育研究，2016，37（2）：19-30.
[9] 黄正.提高来华留学生医学教育质量的思考[J].中国高等医学教育，2014（2）：22-24.
[10] 赵海龙，唐薇薇，陈小文，等.病理生理学教学改革中传统教学方式的优势对比[J].教育现代化，2017，4（39）：33-34.
[11] 叶婷，樊蓉，牛世煜，等.翻转课堂结合TBL教学模式在诊断学实践教学中的应用[J].中国中医药现代远程教育，2017，15（18）：7-9.
[12] 边玮玮，孔雨佳，郑爱丽，等.基于微课和微信的翻转课堂模式在医学实验课程中的应用探索[J].中国高等医学教育，2018（1）：24-25，27.
[13] 杨立强，倪家骧，宗银东，等.PBL教学法在老年医学教学中的应用[J].中国医药导报，2016，13（22）：137-140.
[14] Sayyah M，Shirbandi K，Saki-Malehi A，et al. Use of a problem-based learning teaching model for undergraduate medical and nursing education: a systematic review and meta-analysis [J]. Adv Med Educ Pract，2017（8）：691-700.
[15] Komaromy M，Bartlett J，Manis K，et al. Enhanced primary care treatment of behavioral disorders with ECHO case-based learning [J]. Psychiatr Serv，2017，68（9）：873-875.
[16] Dubey S，Dubey AK. Promotion of higher order of cognition in undergraduate medical students using case-based approach [J]. J Educ Health Promot，2017（6）：75.
[17] 杨蓬勃，靳辉，张建水，等.3D解剖学教学软件在人体解剖学教学中的应用现状[J].基础医学教育，2018，20（1）：49-52.
[18] 赵珍珍，李伟，张明昊，等.运用云计算技术提高医学机能实验教学质量[J].教育现代化，2018（11）：79-80.
[19] Frame TR，Cailor SM，Gryka RJ，et al. Student Perceptions of team-based learning vs traditional lecture-based learning [J]. Am J Pharm Educ，2015，79（4）：51.
[20] Wang J，Gao F，Li J，et al. The usability of WeChat as a mobile and interactive medium in student-centered medical teaching [J]. Biochem Mol Biol Educ，2017，45（5）：421-425.
[21] 方维东，罗天友，吕发金.微信辅助CBL教学法在消化系统医学影像教学中的应用[J].检验医学与临床，2016， 13（14）：2063-2065.
[22] Liyanagunawardena TR，Williams SA. Massive open online courses on health and medicine：review [J]. J Med Internet Res，2014，16（8）：e191.
[23] 郑楷炼，张新，周维正，等.翻转课堂联合微信公众平台在外科见习中的设计与应用[J].中国医药导报，2017， 14（34）：137-140.
[24] 卢书明，梁丽娜，孟华，等.慕课教学模式在诊断学教学中的应用[J].中华诊断学电子杂志，2017，5（1）：37-39.
[25] 李扬，关悦.慕课背景下医学高等教育的教学改革方法探讨[J].中国医药科学，2017，7（3）：63-65.
2018, Vol. 15 
京公网安备 11010502046598号