胸外科实习教学中应用案例教学法结合问题教学法的成效评价

doi:10.20047/j.issn1673-7210.2022.25.17

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Abstract Objective To explore and analyze the effect of applying case-based learning (CBL) combined with problem-based learning (PBL) in the practice teaching of thoracic surgery. Methods From April 2018 to April 2021, 230 medical students who received thoracic surgery practice teaching in the Second Department of Thoracic Surgery, Affiliated Tumor Hospital of Xinjiang Medical University were selected as the research objects, and they were divided into control group and observation group by random number table method, with 115 students in each group. The control group was given the conventional teaching method, and the observation group was given CBL combined with PBL teaching on the basis of the control group, both groups were taught for four consecutive months. The examination results, self-learning performance, teaching effect, and knowledge application of the two groups were compared under different teaching methods. Results The scores of theoretical course examination and practice examination in the observation group were higher than those in the control group, and the differences were statistically significant (P ＜ 0.05). The proportion of careful searching for data, active speaking, clear personal views, good cooperation with students and teachers, and good overall personal performance in the observation group were higher than those in the control group, and the differences were statistically significant (P ＜ 0.05). The satisfaction of stimulating learning enthusiasm and initiative, enlightening to students’ thinking, association and innovation,improve students’ ability to comprehensively analyze problems, improve clinical thinking skills, improve learning interest and increase knowledge, improve the effect and enhance efficiency of learning, and the accuracy of mastering basic concepts and theories in the observation group was higher than that in the control group, and the differences were statistically significant (P ＜ 0.05). The proportion of knowledge application in the observation group was higher than that in the control group in deepening impression, understanding knowledge, helping memory, knowledge application, knowledge extension, independent thinking, and thinking expansion, and the differences were statistically significant (P ＜ 0.05). Conclusion The implementation of CBL combined with PBL education in the actual teaching of thoracic surgery can achieve better results, with better assessment results, better self-learning performance of medical students, obvious advantages in teaching effect, and good use of knowledge.

Key words： Thoracic surgery Practical teaching Case-based learning Problem-based learning Teaching effect

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	LUO Dongbo Adili·Salai LYU Hongbo WANG Yang GAO Yunfei CHU Jianhu

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LUO Dongbo Adili·Salai LYU Hongbo WANG Yang GAO Yunfei CHU Jianhu. Evaluation of the effect of applying case-based learning combined with problem-based learning method in the practice teaching of thoracic surgery[J]. 中国医药导报, 2022, 19(25): 76-80.

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https://www.yiyaodaobao.com.cn/EN/10.20047/j.issn1673-7210.2022.25.17 OR https://www.yiyaodaobao.com.cn/EN/Y2022/V19/I25/76

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