Abstract：
Traditional education of clinical training mainly relies on a single mode of lecture-based learning (LBL), in which the teacher lectures and the students listen, and the teaching effect is often unsatisfactory. This study aims to explore the effect of simulation-based learning (SBL) combined with case and problem-based learning (CPBL) teaching mode in the clinical education of joint surgery.
Through objective evaluation of joint surgery students\' theoretical knowledge and clinical skills, and subjective evaluation of teaching quality by anonymous questionnaire, the teaching effects of LBL teaching mode, CPBL teaching mode and SBL combined with CPBL teaching mode in clinical teaching of joint surgery were compared.
Sixty students who participated in the standardized training of residents in the Center for Joint Surgery, Southwest Hospital, Army University, China from March 2020 to September 2021 were selected and randomly divided into groups A, B, and C, with 20 students in each group. Group A adopted traditional LBL mode, group B adopted CPBL mode, and group C adopted SBL combined with CPBL mode.
The scores of theoretical knowledge, clinical skills and total score of group C were (86.40 ± 9.76), (92.15 ± 4.49), (88.70 ± 5.75) points respectively, which were significantly higher than (78.80 ± 10.50), (86.60 ± 8.79), (81.92 ± 6.97) points in group B, and (80.50 ± 6.64), (85.35 ± 7.99), (82.44 ± 5.97) points in group A, the difference was statistically significant (p < 0.05). The scores of 5 self-evaluation items, i.e., learning interest, self-learning ability, problem-solving ability, clinical skills and comprehensive competency were (18.90 ± 1.22), (18.85 ± 1.01), (18.75 ± 1.13), (18.90 ± 1.22), (18.50 ± 1.02), (18.80 ± 0.81) points in group C, which were higher than (15.90 ± 1.41), (14.30 ± 2.47), (13.95 ± 2.01), (14.50 ± 1.63), (14.70 ± 1.38) points in group B, and (11.65 ± 2.90), (10.05 ± 1.69), (9.75 ± 1.67), (14.35 ± 1.90), (12.75 ± 2.12) points in group A, the difference was statistically significant (p <0.05). The satisfaction of students in group C (95.00%) was significantly better than that in group B (80.00%) and group A (65.00%), and the difference was statistically significant (p < 0.05).
SBL combined with CPBL teaching mode can effectively improve the theoretical knowledge and clinical skills of the students, which could improve self-assessment and teaching satisfaction rate, and is worthy of application and promotion in the clinical teaching of joint surgery.
Through objective evaluation of joint surgery students\' theoretical knowledge and clinical skills, and subjective evaluation of teaching quality by anonymous questionnaire, the teaching effects of LBL teaching mode, CPBL teaching mode and SBL combined with CPBL teaching mode in clinical teaching of joint surgery were compared.
Sixty students who participated in the standardized training of residents in the Center for Joint Surgery, Southwest Hospital, Army University, China from March 2020 to September 2021 were selected and randomly divided into groups A, B, and C, with 20 students in each group. Group A adopted traditional LBL mode, group B adopted CPBL mode, and group C adopted SBL combined with CPBL mode.
The scores of theoretical knowledge, clinical skills and total score of group C were (86.40 ± 9.76), (92.15 ± 4.49), (88.70 ± 5.75) points respectively, which were significantly higher than (78.80 ± 10.50), (86.60 ± 8.79), (81.92 ± 6.97) points in group B, and (80.50 ± 6.64), (85.35 ± 7.99), (82.44 ± 5.97) points in group A, the difference was statistically significant (p < 0.05). The scores of 5 self-evaluation items, i.e., learning interest, self-learning ability, problem-solving ability, clinical skills and comprehensive competency were (18.90 ± 1.22), (18.85 ± 1.01), (18.75 ± 1.13), (18.90 ± 1.22), (18.50 ± 1.02), (18.80 ± 0.81) points in group C, which were higher than (15.90 ± 1.41), (14.30 ± 2.47), (13.95 ± 2.01), (14.50 ± 1.63), (14.70 ± 1.38) points in group B, and (11.65 ± 2.90), (10.05 ± 1.69), (9.75 ± 1.67), (14.35 ± 1.90), (12.75 ± 2.12) points in group A, the difference was statistically significant (p <0.05). The satisfaction of students in group C (95.00%) was significantly better than that in group B (80.00%) and group A (65.00%), and the difference was statistically significant (p < 0.05).
SBL combined with CPBL teaching mode can effectively improve the theoretical knowledge and clinical skills of the students, which could improve self-assessment and teaching satisfaction rate, and is worthy of application and promotion in the clinical teaching of joint surgery.
摘要：
目的：传统的临床培训教育主要依靠单一的基于讲座的学习模式（LBL），老师讲课，学生听，教学效果往往不尽人意。本研究旨在探讨模拟学习(SBL)结合案例与问题式学习(CPBL)教学模式在关节外科临床教学中的应用效果。
方法：通过对关节外科学生理论知识和临床技能的客观评价，通过匿名问卷对教学质量进行主观评价，LBL教学模式的教学效果,比较CPBL教学模式与SBL联合CPBL教学模式在关节外科临床教学中的应用效果。
方法：参加关节外科中心住院医师规范化培训的60名学生，西南医院,陆军大学,选择2020年3月至2021年9月的中国，随机分为A组，B,C,每组20名学生。A组采用传统LBL模式,B组采用CPBL模式，C组采用SBL结合CPBL模式。
结果：理论知识的分数，C组临床技能和总分分别为(86.40±9.76),(92.15±4.49),(88.70±5.75)分,显著高于(78.80±10.50),(86.60±8.79),B组(81.92±6.97)分,和（80.50±6.64），(85.35±7.99),A组(82.44±5.97)分,差异有统计学意义(p<0.05)。5个自我评价项目的得分，即，学习兴趣,自学能力,解决问题的能力,临床技能和综合能力分别为（18.90±1.22），(18.85±1.01),(18.75±1.13),(18.90±1.22),(18.50±1.02),C组(18.80±0.81)分,高于(15.90±1.41)，(14.30±2.47),(13.95±2.01),(14.50±1.63),B组(14.70±1.38)分,和(11.65±2.90)，(10.05±1.69),(9.75±1.67),(14.35±1.90),A组(12.75±2.12)分,差异有统计学意义(p<0.05)。C组学生满意度(95.00%)明显优于B组(80.00%)和A组(65.00%),差异有统计学意义(p<0.05)。
结论：SBL结合CPBL教学模式能有效提高学生的理论知识和临床技能。这可以提高自我评估和教学满意度，在关节外科临床教学中值得应用和推广。
方法：通过对关节外科学生理论知识和临床技能的客观评价，通过匿名问卷对教学质量进行主观评价，LBL教学模式的教学效果,比较CPBL教学模式与SBL联合CPBL教学模式在关节外科临床教学中的应用效果。
方法：参加关节外科中心住院医师规范化培训的60名学生，西南医院,陆军大学,选择2020年3月至2021年9月的中国，随机分为A组，B,C,每组20名学生。A组采用传统LBL模式,B组采用CPBL模式，C组采用SBL结合CPBL模式。
结果：理论知识的分数，C组临床技能和总分分别为(86.40±9.76),(92.15±4.49),(88.70±5.75)分,显著高于(78.80±10.50),(86.60±8.79),B组(81.92±6.97)分,和（80.50±6.64），(85.35±7.99),A组(82.44±5.97)分,差异有统计学意义(p<0.05)。5个自我评价项目的得分，即，学习兴趣,自学能力,解决问题的能力,临床技能和综合能力分别为（18.90±1.22），(18.85±1.01),(18.75±1.13),(18.90±1.22),(18.50±1.02),C组(18.80±0.81)分,高于(15.90±1.41)，(14.30±2.47),(13.95±2.01),(14.50±1.63),B组(14.70±1.38)分,和(11.65±2.90)，(10.05±1.69),(9.75±1.67),(14.35±1.90),A组(12.75±2.12)分,差异有统计学意义(p<0.05)。C组学生满意度(95.00%)明显优于B组(80.00%)和A组(65.00%),差异有统计学意义(p<0.05)。
结论：SBL结合CPBL教学模式能有效提高学生的理论知识和临床技能。这可以提高自我评估和教学满意度，在关节外科临床教学中值得应用和推广。
