【摘要】 目的探索在呼吸科临床教学中应用基于案例的学习(Case Based Learning,CBL)教学法提高教学质量。方法选取2020年11月—2021年5月本院轮转到呼吸科的住院医师50人为研究组,上一年度同期轮转到呼吸科住院医师55人为对照组。研究组住院医师引入CBL教学法,对照组住院医师予以传统临床教学法,比较两组教学病种覆盖率、考核成绩及评教结果。结果住院医师轮转呼吸科期间,根据《上海市住院医师规范化培训实施细则》中对于呼吸科的病种要求,研究组教学病种覆盖率为80.00%,较对照组71.43%明显提高,P=0.02呈显著差异;基本要求和较高要求病种的提高率无明显差异(P>0.05);研究组的出科考核理论成绩和操作成绩均高于对照组:理论成绩研究组(89.91±13.22)分,对照组(73.21±10.28)分,P<0.05;操作成绩研究组(82.36±13.55)分,对照组(67.48±9.28)分,P<0.05。研究组教学评价总分(91.44±9.35)分高于对照组(81.48±14.29)分,P<0.05,具有显著差异。研究组教学效果评价(27.28±2.34)分高于对照组(24.32±4.35)分(总分30分,P<0.05);研究组教学方法的评价(18.76±2.15)分高于对照组(14.56±3.89)分(总分20分,P<0.05);结果均具有统计学意义。结论在呼吸科住培教学中实施CBL教学法能够改善教学病种覆盖率,提升住院医师掌握临床知识的能力,提高教学质量。更多还原

【Abstract】 Objective To explore the application of CBL teaching method in clinical teaching of the Respiratory Department and to improve the teaching quality of the Respiratory Department. Methods From November 2020 to May 2021, 50 residents transferred to the Department of Respiratory Medicine in our hospital were selected as the research group, and 55 residents transferred to the Department in the same period of last year were selected as the control group. The residents in the control group were given the traditional clinical teaching method, while the residents in the research group were given the CBL teaching method on the basis of the traditional method. Results During the rotation of residency training in the Respiratory Department, according to the requirements for respiratory diseases in the implementation rules of standardized training for residents in Shanghai, the coverage of teaching diseases in research group was 80.00%, which was significantly higher than 71.43% in the control group(P = 0.02). There was no significant difference in the improvement rate of basic requirements and higher requirements(P > 0.05). The theoretical score and operation score of research group were higher than those of control group: the theoretical score of research group was(89.91±13.22), while that of control group was(73.21±10.28), P< 0.05; the operation score of research group was(82.36±13.55), while that of control group was(67.48 ±9.28), P< 0.05. The total teaching evaluation score of research group was(91.44 ±9.35), which was higher than that of control group(81.48 ±14.29)(P < 0.05). The teaching effectiveness score of research group was(27.28 ±2.34), which was higher than that of control group(24.32 ±4.35)(the full score was 30, P < 0.05). The teaching method score of research group was(18.76±2.15), which was higher than that of control group(14.56±3.89)(the full score was 20, P<0.05). The results were statistically significant. Conclusion The implementation of CBL teaching method in the teaching of residential training in respiratory medicine can improve the coverage of teaching diseases, provide intuitive teaching environment, enhance the ability of residency training physicians to master clinical knowledge, and improve the quality of teaching.更多还原