【摘要】 目的 探讨信息化背景下案例教学法(case-based learning,CBL)在实验诊断学实习教学中的应用效果。方法 选取2023年5—7月在吉林大学第一医院实验诊断学教研室进行实验诊断学实习的吉林大学40名2019级临床五年制本科学生为研究对象。根据学号将学生分为对照组和试验组，各20名。对照组接受传统教学法，而试验组则采用集成了检验信息化系统的CBL教学法。教学结束后，对2组学生在实验诊断学理论考试成绩及教学法满意度进行比较和分析。结果 试验组的基础知识成绩、病例分析成绩和总成绩分别为(44.70±2.50)分、(44.80±1.80)分和(90.30±3.60)分，均高于对照组的(43.20±1.90)分、(42.70±1.20)分和(85.20±3.30)分，差异有统计学意义(P <0.05)。试验组在学习兴趣、自主学习能力、独立思考、临床知识扩展、医患沟通能力、互动参与、团队协作、临床思维能力8个维度的满意度均高于对照组，差异有统计学意义(P <0.05)。结论 将信息化背景下CBL教学法应用在实验诊断学实习教学中能调动学习主动性，培养临床思维连贯性，提高医患沟通能力。更多还原

【Abstract】 Objective To explore the application effect of case-based learning(CBL) teaching method in laboratory diagnosis internship teaching under the background of information.Methods A total of 40 undergraduate students from the 2019 clinical five-year program at Jilin University,who are participating in the Experimental Diagnosis Teaching and Research program of the First Hospital of Jilin University from May to July 2023 were selected as the study objects.According to the student numbers,students were divided into the control group and the experimental group,with 20 undergraduate students in each group.The control group received traditional teaching method,while the experimental group adopted CBL teaching method that integrated a testing information system.After the teaching is completed,compared and analyzed the scores of two groups of students in the experimental diagnostic theory exam and their satisfaction with teaching methods.Results The basic knowledge score,case analysis score and total score of the experimental group were(44.70±2.50)points,(44.80±1.80) points and(90.30±3.60) points,respectively,which were higher than those of the control group [(43.20±1.90) points,(42.70±1.20) points and(85.20±3.30) points],the differences were statistically significant(P<0.05).The satisfaction of the experimental group in the eight dimensions of learning interest,independent learning ability,independent thinking,clinical knowledge expansion,doctor-patient communication ability,interactive participation,teamwork and clinical thinking ability were higher than those of the control group,and the differences were statistically significant(P<0.05).Conclusion The application of the CBL teaching method under the background of information can better mobilize learning initiative,cultivate clinical thinking coherence,and improve doctor-patient communication skills in laboratory diagnostic intership teaching.更多还原