CBL联合EBL在肿瘤内科住院医师规范化培训中的应用

顾术东1　陆洋2　刘亮3　缪捷飞1　高丽花1　钱俐1　茅国新1

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CBL联合EBL在肿瘤内科住院医师规范化培训中的应用

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- CBL联合EBL在肿瘤内科住院医师规范化培训中的应用
- Application of case-based learning combined with evidence-based learning teaching in clinical teaching of oncology
- 中华医学教育探索杂志 2020年19卷第5期页码：605-609
- 作者机构：
  
  1. 南通大学附属医院肿瘤科
  2. 南通大学附属医院重症医学科,226001
  3. 南通大学医学院
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- 纸质出版日期：2020，
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顾术东1　陆洋2　刘亮3　缪捷飞1　高丽花1　钱俐1　茅国新1. CBL联合EBL在肿瘤内科住院医师规范化培训中的应用[J]. 中华医学教育探索杂志, 2020,19(5):605-609.

Application of case-based learning combined with evidence-based learning teaching in clinical teaching of oncology[J]. 2020,19(5):605-609.
顾术东1　陆洋2　刘亮3　缪捷飞1　高丽花1　钱俐1　茅国新1. CBL联合EBL在肿瘤内科住院医师规范化培训中的应用[J]. 中华医学教育探索杂志, 2020,19(5):605-609. DOI：

Application of case-based learning combined with evidence-based learning teaching in clinical teaching of oncology[J]. 2020,19(5):605-609. DOI：

摘要

目的　探讨案例教学（case-based learning，CBL）联合循证医学教学（evidence-based learning，EBL）在肿瘤内科临床教学中的应用及实施效果。方法　57名住院医师规范化培训生随机分为实验组和对照组，实验组采用CBL联合EBL，对照组采用讲授教学（lecture-based learning，LBL），教学结束后对两组规培医师进行考核和问卷调查，采用SPSS 20.0统计软件对两组考核成绩和问卷调查结果进行分析。结果　实验组和对照组的考试总成绩分别为（85.393±7.213）分和（81.276±8.035）分，其中病例分析部分成绩分别为（34.393±2.485）分和（32.379±3.005）分，实验组成绩均高于对照组，差异有统计学意义。问卷调查结果显示，实验组在学习主动性、学习兴趣、检索能力、自学能力、临床思维和学习效率方面较对照组有提高，差异有统计学意义（P<0.05）。结论　在肿瘤内科住院医师规范化培训中采用CBL联合EBL教学效果良好

Abstract

Objective　To investigate the application of case-based learning (CBL) combined with evidence-based learning (EBL) teaching in clinical teaching of oncology. Methods　Totally 57 resident doctors were divided into experimental group and control group. The experimental group received CBL and EBL teaching

and the control one received lecture-based learning (LBL) teaching. The teaching effect was evaluated by examination and questionnaire

and the data were analyzed by SPSS 20.0. Results　The examination scores of the experimental group and the control group were (85.393±7.213) and (81.276±8.035)

and the ones of case analysis were (34.393±2.485) and (32.379±3.005) respectively. Meanwhile

questionnaire survey showed that the evaluations of experimental group were significantly better than those of the control one in promoting learning interest and initiative

retrieval ability

self-learning ability

clinical thinking and learning efficiency (P<0.05). Conclusion　The teaching effect of integration of CBL and EBL is better than LBL.

关键词

肿瘤内科学　案例教学　循证医学教学　住院医师规范化培训

Keywords

OncologyCase-based learningEvidence-based learningStandardized resident training

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