PBL-CBL整合教学在内分泌科轮转临床医学专业学位研究生培养中的应用

蒋娟; 蒲丹岚; 邹辣; 杨丽娜; 吴绮楠

doi:10.3760/cma.j.cn116021-20220917-01479

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PBL-CBL整合教学在内分泌科轮转临床医学专业学位研究生培养中的应用

研究生教育 | 更新时间：2023-12-12

- PBL-CBL整合教学在内分泌科轮转临床医学专业学位研究生培养中的应用
- Application of the problem-based learning-case-based learning integrated teaching model in the training of clinical professional postgraduates on rotation in endocrinology
- 中华医学教育探索杂志 2023年22卷第11期页码：1626-1629
- 作者机构：
  
  重庆大学附属肿瘤医院内分泌肾病内科，重庆　400030
- 作者简介：
  
  吴绮楠， Email： wqn11@126.com
- 基金信息：
  
  重庆大学研究生教育教学改革研究一般项目(cquyjg20329)
- DOI：10.3760/cma.j.cn116021-20220917-01479
  中图分类号： R58
- 纸质出版日期：2023-11-20，
  
  收稿日期：2022-09-17，
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蒋娟, 蒲丹岚, 邹辣, 等. PBL-CBL整合教学在内分泌科轮转临床医学专业学位研究生培养中的应用[J]. 中华医学教育探索杂志, 2023, 22(11): 1626-1629.

Jiang Juan, Pu Danlan, Zou La, et al. Application of the problem-based learning-case-based learning integrated teaching model in the training of clinical professional postgraduates on rotation in endocrinology[J]. Chinese Journal of Medical Education Research, 2023,22(11):1626-1629.
蒋娟, 蒲丹岚, 邹辣, 等. PBL-CBL整合教学在内分泌科轮转临床医学专业学位研究生培养中的应用[J]. 中华医学教育探索杂志, 2023, 22(11): 1626-1629. DOI： 10.3760/cma.j.cn116021-20220917-01479.

Jiang Juan, Pu Danlan, Zou La, et al. Application of the problem-based learning-case-based learning integrated teaching model in the training of clinical professional postgraduates on rotation in endocrinology[J]. Chinese Journal of Medical Education Research, 2023,22(11):1626-1629. DOI： 10.3760/cma.j.cn116021-20220917-01479.

摘要

目的

探讨以问题为基础的学习（problem-based learning，PBL）-以案例为基础的学习（case-based learning，CBL）整合教学在内分泌科轮转临床医学专业学位研究生培养的效果。

方法

将80名在内分泌科轮转的临床医学专业学位研究生随机分为试验组（采用PBL-CBL整合教学）和对照组（采用传统教学），每组40人，轮转期为3个月。记录两组学生入科和出科时专业考试成绩，并通过问卷调查分析自信心、学习主动性和人际交往能力。采用SPSS 20.0进行

检验、卡方检验。

结果

两组学生基线情况一致，经过3个月的转轮期后，与入科前相比，试验组学生的出科考试成绩、自信心、学习主动性和人际交往能力明显提升，差异均有统计学意义（

0.001）。

结论

PBL-CBL整合教学效果优于传统教学，有助于提高临床医学专业学位研究生在内分泌轮转的学习能力和成绩，值得推广。

Abstract

Objective

To investigate the effect of the problem-based learning (PBL)-case-based learning (CBL) integrated teaching model in the training of clinical professional postgraduates on rotation in endocrinology.

Methods

A total of 80 clinical professional postgraduates on rotation in endocrinology were randomly divided into experimental group (using PBL-CBL integrated teaching) and control group (using traditional teaching)

with 40 students in each group

and the rotation period was 3 months. Professional examination scores were recorded for the two groups at the time of enrollment and graduation

and a questionnaire survey was performed to investigate their self-confidence

learning initiative

and interpersonal skills. SPSS 20.0 was used to perform the

-test and the chi-square test.

Results

The two groups had similar conditions at baseline. After three months of rotation

the experimental group showed significant improvements in department examination scores

self-confidence

learning initiative

and interpersonal skills (

0.001).

Conclusion

The PBL-CBL integrated teaching model has a better effect than traditional teaching and can help to improve the learning ability and performance of clinical professional postgraduates on rotation in endocrinology

and therefore

it holds promise for further application.

关键词

以问题为基础的学习以案例为基础的学习临床医学专业学位研究生

Keywords

Problem-based learningCase-based learningClinical professional postgraduate students

references

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