Application of CBL teaching based on self-made dynamic cardiovascular three-dimensional model in clinical clerkship of valvular heart disease
10.3760/cma.j.cn116021-20200904-01074
- VernacularTitle:基于自制动态心血管3D模型的CBL教学在心脏瓣膜病临床见习中的应用
- Author:
Mengzhu FU
1
;
Zhequn LIU
;
Xing LI
;
Xun WANG
;
Chunyuan YOU
;
Chengjian YANG
Author Information
1. 南京医科大学附属无锡第二医院心内科，无锡 214000
- Keywords:
Cardiovascular three-dimensional model;
Case-based learning;
Valvular heart disease;
Clerkship
- From:
Chinese Journal of Medical Education Research
2022;21(11):1525-1529
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effect of self-made dynamic cardiovascular three-dimensional model combined with CBL (case-based learning) teaching method in the clerkship of valvular heart disease for medical students.Methods:Sixty five-year clinical medical undergraduates from Nanjing Medical University (Batch 2016) were randomly divided into experimental group and control group. The experimental group received dynamic cardiovascular 3D model combined with CBL teaching method, while the control group received traditional model combined with CBL teaching method. After the course, the teaching effect was evaluated by examination and questionnaire. SPSS 19.0 was used for independent sample t test and chi-square test. Results:Compared with the control group, the students in experimental group had higher scores of basic theoretical knowledge [(43.10±3.51) vs. (40.87±3.19)] and clinical thinking ability [(42.20±3.15) vs. (40.20±3.81)], with significant differences ( P<0.05). Furthermore, they showed higher evaluation and satisfaction to learning initiative and enthusiasm, mastery of theoretical knowledge, clinical thinking ability, classroom learning interest, classroom activity and clarity of knowledge teaching, with significant differences ( P<0.05). Conclusion:In the teaching of valvular heart disease clerkship, the application of self-made dynamic cardiovascular three-dimensional model combined with CBL teaching method, can cultivate students' clinical diagnostic thinking ability and improve teaching quality.
