|
|
|
| Application of PBL-CBL teaching model based on massive open online course in clinical teaching of breast surgery |
| CAO Weigang YANG Zhenlin |
| Depatment of Thyroid and Breast Surgery, Yantai Affiliated Hospital of Binzhou Medical University, Shandong Province, Yantai 264100, China |
|
|
|
Abstract Objective To explore the application effect of problem-based learning (PBL)-case-based learning (CBL) teaching model in clinical teaching of breast surgery. Methods Sixty-six clinical interns in breast surgery from January 2018 to June 2019 in Yantai Affiliated Hospital of Binzhou Medical College were selected. According to the randomized double-blind method, they were divided into experimental group and control group, with 33 in each group. Experimental group was used the PBL-CBL teaching method, and control group was used traditional teaching methods. After the end of the internship, two groups were tested on theory and skill operation. The scores of professional knowledge, medical history collection, breast examination, image reading, differential diagnosis, diagnosis and treatment plan, body position and surgical site selection, disinfection and local anesthesia and clinical skills operation were compared between the two groups. Results The scores of breast examination, differential diagnosis, image reading, diagnosis and treatment plan and total scores of experimental group were higher than those of control group, and the differences were statistically significant (all P < 0.05). There were no statistical differences in professional knowledge, medical history collection, preoperative preparation scores between two groups (P > 0.05). The scores of learning interest, clinical ability, clinical thinking, learning ability and recognition of teaching model of experimental group were higher than those of control group, with statistically significant differences (all P < 0.05). Conclusion The effectiveness of the PBL-CBL teaching model based on massive open online courses in clinical teaching of breast surgery is better than traditional teaching methods, which is worthy promotion.
|
|
|
|
|
|
[1] 王毓珣．慕课利与弊之分析[J].天津市教科院学报，2018（4）：64-68.
[2] 李静.基于慕课背景下的小学语文教学方法浅析[J]．信息技术与教学，2019（2）：138-139.
[3] 谭胜.PBL教学法联合CBL教学法与传统教学法在胸外科教学中应用效果对比[J].当代医药论丛，2018，16（19）：191-192.
[4] 吴旺春，陈水钰，彭演国，等.CBL联合PBL教学法在神经外科临床教学中的应用效果[J].当代医学，2019，25（31）：188-189.
[5] 王明明，林海凤，张永春，等.慕课理念及PBL 教学法在中医儿科学教学中的应用[J].2018，16（11）：11-13.
[6] 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.
[7] 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.
[8] 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.
[9] 于冰，罗薇，李信，等.CBL与PBL结合的教学模式在急性胰腺炎临床见习教学中的应用[J].微创医学，2019，14（5）：658-659.
[10] 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.
[11] 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.
[12] 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.
[13] 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.
[14] 陶波，杨富松，陈瑞霞，等.PBL联合CBL教学法在泌尿外科教学中的应用[J].教育现代化，2019，64（85）：183-184.
[15] 苏明萍，李林佶，敬世霞，等.CBL教学模式联合模拟培训在临床麻醉学教学中的应用[J].中国医药导报，2019， 16（10）：71-74.
[16] 龚艳萍，邹秀和，刘枫，等.PBL结合LBL教学模式在甲状腺外科临床实习教学中的临床应用效果[J].中国医药导报，2019，16（10）：71-74.
[17] 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.
[18] 李安.案例教学法在妇产科临床实习教学中的应用研究[J].中国医药科学，2019，9（11）：39-41，77.
[19] 胡娜，杨亮，王亮，等.提升医学实习生临床思维能力策略研究[J].山东医学高等专科学校学报，2017，39（1）：53-55.
[20] 王守界.临床医学生临床思维能力的培养分析[J].中西医结合心血管病电子杂志，2017，5（26）：30.
[21] 马梅，卓碧敏，吴志辉，等.PBL联合CBL教学法在临床检验医学实习带教中的应用[J].中外医学研究，2018， 16（36）：184-186.
[22] 宋凡，杨光耀，亓来华.临床医学生临床思维能力的培养分析[J].中国继续医学教育，2017，9（1）：39-40.
[23] 邢晓华，邵长江，桑临惠，等.PBL与CBL整合式教学法在口腔临床实习中的应用[J].中国现代医生，2019， 57（12）：130-132. |
|
|
|
