CBL教學法在臨床醫學本科生腫瘤科見習中的應用

張孟賢 韓娜

[摘要] 目的 探討臨床醫學本科生臨床見習階段的教育模式，提高醫學生見習階段教學質量。方法 2016級臨床醫學系本科生腫瘤科見習的學生隨機分為兩組，實驗組采用案例教學法（CBL）教學，對照組采用傳統教學法（LBL），教學結束后以臨床考核和問卷調查的形式進行教學效果質量評估。結果 實驗組同學臨床考核成績明顯優于對照組，其中認為CBL教學激發學習興趣、加強學習參與感的比例為95%，有助于培養自主學習能力達到90%。結論 在本科生臨床見習階段采用CBL教學法可以有效激發同學學習興趣，提高學習參與意識，加強團隊協作能力，幫助同學適應由基礎到臨床的角色轉換，優化見習階段的教學成果。

[關鍵詞] CBL教學法；本科生；臨床見習

[中圖分類號] R73 [文獻標識碼] A [文章編號] 1672-5654（2018）07（c）-0008-03

Application of CBL Teaching Method in the Practice of Clinical Medical Undergraduates in the Department of Oncology

ZHANG Meng-xian， HAN Na

Department of Oncology， Tongji Hospital Affiliated to Tongji Medical College of Huazhong University of Science and Technology， Wuhan， Hubei Province， 430000 China

[Abstract] Objective To study the education model of the clinical medical undergraduates in the clinical practice and improve the teaching quality of medical students in the practice phase. Methods The clinical medial undergraduates in the department of oncology in 2016 were randomly divided into two groups， the experimental group used the CBL， the control group used the LBL method， and the teaching effect was for quality evaluation in the clinical examination and questionnaire form at the end of teaching. Results The clinical examination score in the experimental group was obviously better than that in the control group， and the ratio of people supposed CBL teaching in motivating the learning interest and enhancing the learning participation sense was 95%， and the ratio of people who contributed to educating the automatic learning ability was 90%. Conclusion The CBL teaching for undergraduates in the clinical practice phase can effectively motivate the learning interest， improve the learning participation sense， enhance the team cooperation ability， help classmates adapt thechange from basic role to the clinical role， and optimize the teaching effect in the practice phase.

[Key words] CBL teaching； Undergraduate； Clinical practice

臨床見習是醫學生由基礎理論學習向臨床實踐過渡的橋梁，臨床醫學是實踐性很強的學科，早期接觸臨床是目前醫學教育課程改革的趨勢[1]。該院在臨床醫學本科二年級學生中開展了為期3個月的臨床見習，這些學生醫學理論知識尚且薄弱，缺乏建立良好臨床思維的基礎，單純的“看”和傳統的以授課為基礎的教學法（lecture based learning，LBL）都難以調動學生的學習興趣，不利于培養學生獨立思考的能力[2]。在臨床帶教中，探索應用案例教學法（case-based learning，CBL），增加學生對臨床工作的感性認識，有效激發學生的學習興趣，培養學生主動學習的能力，為學生完成后續理論課程的學習和實現基礎到臨床的角色轉換打下了良好的基礎。

1 對象與方法

1.1 研究對象

選擇華中科技大學同濟醫學院2016級臨床醫學系本科生在腫瘤科見習的學生作為研究對象，隨機分為兩組，每組20人，共40人。經本人同意后，實驗組為CBL組，對照組為LBL組。兩組均由具有副高級且具有帶教經驗的臨床醫師帶教。教學時間1次/周，2 h/次，共12次。

1.2 教學方法