【摘要】 目的 探讨盆底教学中以CBL为导向联合数字化软件的教学方法应用效果。方法 选取2024年1月—至2025年1月新疆医科大学本硕临床学院的医学生40名为研究对象，按照教学方法的不同分为两组，观察组为以盆底案例为导向联合数字化软件的教学模式；常规组为常规盆底模型为导向的教学模式。比较两组考试成绩（专业成绩加临床实践技能成绩）；教学综合素质评价指标（临床思维能力、学习兴趣、解决问题能力以及自主学习能力、工作兴趣）；教学满意度。结果 观察组专业理论成绩（96.8±2.7）分、临床实践技能成绩为（94.9±6.2）分均高于常规组的（80.2±2.6）分、81.3±5.2）分（t=11.2、11.9，均P<0.05）。观察组的临床思维能力等教学综合素质评价指标、教学满意度评分均高于常规组，差异有统计学意义（均P<0.05）。结论 盆底教学中以CBL为导向联合数字化软件的教学方可明显提高对盆底疾病的认识、进一步提升理论与实践结合，激发学习兴趣，实现教学满意度的显著提高，值得借鉴推广。更多还原

【Abstract】 Objective To explore the effect of CBL-oriented combined digital software in pelvic floor teaching.MethodsFrom January 2024 to January 2025, 40 medical students from the Ben-Master Clinical College of Xinjiang Medical University were selected as research subjects and divided into two groups according to different teaching methods. The observation group was a pelvic floor caseoriented teaching mode combined with digital software. The normal group was the conventional pelvic floor model-oriented teaching mode. Compare the test scores of the two groups(professional scores plus clinical practice skills scores); Evaluation indicators of teaching comprehensive quality(clinical thinking ability, learning interest, problem-solving ability, independent learning ability, work interest); Teaching satisfaction.ResultsThe scores of professional theory(96.8±2.7)and clinical practice skills(94.9±6.2)in the observation group were higher than those in the conventional group(80.2±2.6)and(81.3±5.2)(t=11.2, 11.9, P <0.05). The evaluation indexes of clinical thinking ability and teaching satisfaction in the observation group were higher than those in the conventional group, and the differences were statistically significant(P<0.05).ConclusionIn pelvic floor teaching, CBL-oriented teaching combined with digital software can significantly improve the understanding of pelvic floor diseases, further enhance the combination of theory and practice, stimulate learning interest, and achieve significant improvement in teaching satisfaction.更多还原