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    汪华学, 路坤, 邓晰明. CBL联合桌面推演式教学在重症医学科住院医师规范化培训中的应用[J]. 蚌埠医科大学学报, 2020, 45(12): 1707-1710. DOI: 10.13898/j.cnki.issn.1000-2200.2020.12.030
    引用本文: 汪华学, 路坤, 邓晰明. CBL联合桌面推演式教学在重症医学科住院医师规范化培训中的应用[J]. 蚌埠医科大学学报, 2020, 45(12): 1707-1710. DOI: 10.13898/j.cnki.issn.1000-2200.2020.12.030
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    WANG Hua-xue, LU Kun, DENG Xi-ming. Application value of CBL combined with desktop deduced teaching in standardized training of resident physicians in critical care medicine[J]. Journal of Bengbu Medical University, 2020, 45(12): 1707-1710. DOI: 10.13898/j.cnki.issn.1000-2200.2020.12.030
    Citation: WANG Hua-xue, LU Kun, DENG Xi-ming. Application value of CBL combined with desktop deduced teaching in standardized training of resident physicians in critical care medicine[J]. Journal of Bengbu Medical University, 2020, 45(12): 1707-1710. DOI: 10.13898/j.cnki.issn.1000-2200.2020.12.030
    shu

    CBL联合桌面推演式教学在重症医学科住院医师规范化培训中的应用

    Application value of CBL combined with desktop deduced teaching in standardized training of resident physicians in critical care medicine

      摘要
    • 摘要:
      目的探讨基于案例教学法（case-based learning，CBL）联合桌面推演式教学在重症医学科住院医师规范化培训中的应用效果。
      方法选取轮转到重症医学科接受住院医师规范化培训的临床医学专业学位研究生30人，随机分为观察组和对照组各15人，比较2组出科考核成绩。
      结果大部分同学认可CBL联合桌面推演式教学，观察组认为增加学习兴趣、增强学习能力、建立临床思维、提高病例分析能力、增强独立解决问题能力的人数比例均高于对照组（P < 0.05）。观察组出科当日临床技能操作考核通过率和理论考试成绩均高于对照组（P < 0.05）。
      结论CBL联合桌面推演式教学法可以明显提高教学和学习效果，值得在临床教学实践中推广。

       

      Abstract:
      ObjectiveTo explore the effects of case-based learning(CBL)combined with desktop deduced teaching in standardized training of resident physicians in department of critical care medicine.
      MethodsThirty postgraduates with clinical medical degree were trained with the standardized training of residents in department of critical care medicine, and randomly divided into the observation group and the control group(15 case in each group).The examination results were compared between two groups.
      ResultsMost of the students agreed to the CBL combined with desktop deduced teaching.The proportion of students in observation group, who thought that the teaching could increase the learning interest, enhance learning ability, establish clinical thinking, improve case analysis ability and enhance independent solving problem ability, was higher than that in control group(P < 0.05).The passing rate of clinical skill operation examination and average score of theory examination in observation group were higher than those in control group(P < 0.05).
      ConclusionsThe CBL combined with desktop deduced teaching can significantly improve the teaching and learning effects, which is worthy of promotion in clinical teaching practice.

       

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