■探讨基于案例学习(CBL)的教学方法与传统的基于讲座的学习(LBL)模式在临床医学硕士研究生肾脏病学临床教学中的影响。
■在肾内科接受培训的临床医学硕士学位学生,选取2015年12月至2021年12月南京医科大学第一附属医院为研究对象。选定的学生分为两组:LBL组包括2015年12月至2018年12月接受传统LBL模式的16名研究生,CBL组包括2019年1月至2021年12月接受CBL教学方法的18名研究生。两组均参加了专业理论知识考核,包括客观和主观问题,并计算总分),和临床技能沟通能力的考试,处理材料的准备,麻醉技术,操作技能,无菌技术,和术后管理),在部门出院时。独立学习能力(自我管理能力,信息能力,和学习能力)对两组学生在教学后进行评估,以及两组对各自教学模式的满意度(包括对教学形式的满意度,教学效果,兴趣刺激,自主学习和团队合作能力的提高)通过问卷对两组的满意度进行评估。
■在客观题方面,CBL组的专业理论知识考核分数明显高于LBL组,主观问题,和总分(P1=.028;P2=.036;P3=.041)。CBL组在沟通技巧考核中得分高于LBL组,准备手术项目,麻醉技术,操作技能,无菌技术,和术后处理技巧,但差异无统计学意义(P1=.071;P2=.260;P3=.184;P4=.127;P5=.352;P6=.584)。自我管理能力,信息能力,CBL组学生的学习能力得分明显高于LBL组(P1=.006;P2=.013;P3=.003)。CBL组学生对教学形式的满意度明显高于LBL组,教学效果,兴趣刺激,提高自主学习能力,以及对团队合作能力的满意度(P1=.015;P2=.008;P3=.010;P4=.024;P5=.022)。
■CBL教学模式可以改善和提高肾脏病学临床医学硕士研究生的临床思维能力,激发他们的学习兴趣。专业硕士研究生对CBL模式满意度较高。
UNASSIGNED: To explore the influence of
case-based learning (CBL) teaching methods in comparison to the traditional lecture-based learning (LBL) model in clinical teaching of nephrology for master\'s degree students in clinical medicine.
UNASSIGNED: Clinical medicine master\'s degree students who were trained in the Department of Nephrology, The First Affiliated Hospital of Nanjing Medical University from December 2015 to December 2021 were selected as the study objects. The selected students were divided into two groups: the LBL group comprised 16 graduate students who received the traditional LBL model from December 2015 to December 2018, and the CBL group comprised 18 graduate students who received the CBL teaching methods from January 2019 to December 2021. Both groups participated in the professional theoretical knowledge assessment, including objective and subjective questions and calculating the total score), and the examination of clinical skills communication ability, preparation of handling materials, anesthesia techniques, operational skills, aseptic techniques, and postoperative management), at the time of discharge from the department. The independent learning ability (self-management ability, information ability, and learning ability) of students of the two groups after teaching was then assessed, and the satisfaction of the two groups with their respective teaching mode (including satisfaction with the teaching format, teaching effectiveness, interest stimulation, independent learning and the improvement of teamwork ability) was assessed by the questionnaire on the degree of satisfaction of the two groups.
UNASSIGNED: The assessment scores of professional theoretical knowledge in the CBL group were significantly higher than those in the LBL group in objective questions, subjective questions, and total scores (P1 = .028; P2 = .036; P3 = .041). The CBL group scored higher than the LBL group in the assessment of communication skills, preparation of operative items, anesthesia technique, operative skills, aseptic technique, and postoperative handling skills, but the differences were not statistically significant (P1 = .071; P2 = .260; P3 = .184; P4 = .127; P5 = .352; P6 = .584). The self-management ability, information ability, and learning ability scores of students in the CBL group were significantly higher than those in the LBL group (P1 = .006; P2 = .013; P3 = .003). Students in the CBL group were significantly higher than those in the LBL group in terms of satisfaction with teaching form, teaching effect, interest stimulation, improvement of independent learning ability, and satisfaction with teamwork ability (P1 = .015; P2 = .008; P3 = .010; P4 = .024; P5 = .022).
UNASSIGNED: The CBL teaching model can improve and enhance the clinical thinking ability of clinical medicine master\'s degree students in nephrology, and stimulate their interest in learning. Professional master\'s degree students have a high degree of satisfaction with the CBL model.