Application of CBL combined with clinical pathway in thoracic surgery practice teaching
10.3760/cma.j.cn116021-20201129-01180
- VernacularTitle:CBL联合临床路径在胸外科实习教学中的应用
- Author:
Shaolin TAO
1
;
Yonggeng FENG
;
Poming KANG
;
Cheng SHEN
;
Bo DENG
;
Ruwen WANG
;
Qunyou TAN
Author Information
1. 陆军军医大学大坪医院胸外科，重庆 400042
- Keywords:
Clinical teaching of medical student;
Case-based learning;
Clinical pathway;
Clinical thoracic surgery teaching
- From:
Chinese Journal of Medical Education Research
2023;22(2):232-235
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the feasibility and application value of case-based learning (CBL) combined with clinical pathway in thoracic surgery practice teaching.Methods:A total of 30 clinical undergraduate students who practiced from January 2018 to August 2018 were selected and randomly divided into the traditional group and the research group. The traditional group used traditional teaching mode, while the research group adopted the CBL combined with clinical pathway teaching. The scores of theoretical examination and practice skills assessment and the case analysis ability of the two groups were compared at the time of department. In addition, the evaluation of the teaching effect of the two groups of teachers and students was observed through anonymous questionnaires. SPSS 21.0 was used for t-test and Chi-square test. Results:The scores of the students in the research group were better than those in the traditional group, including score of theoretical examination [(88.20±4.02) vs. (80.76±4.62), P<0.001], score of practice skills assessment [(90.80±2.16) vs. (84.80±3.07), P<0.001] and case analysis ability [(89.80±3.34) vs. (81.86±4.31), P<0.001]. The differences were statistically significant. At the same time, the questionnaire showed that the research group was superior to the traditional group in improving students' learning interest, clinical skills, case analysis ability, clinical communication ability, theoretical knowledge understanding and clinical thinking ability, with a statistically significant difference ( P<0.05). While the two groups had no statistically significant difference in students' satisfaction with teachers ( P=0.083). Conclusion:The CBL method combined with clinical pathway teaching method can improve the teaching effect of thoracic surgery practice, which is worth popularizing.
