Application of the CBL combined with TBL based on SP teaching method in clinical teaching of department of intensive care medicine
10.3760/cma.j.cn116021-20200830-01146
- VernacularTitle:基于SP的CBL联合TBL教学在重症医学科临床教学中的应用
- Author:
Qi CHEN
1
;
Yeming WANG
;
Chao YUAN
;
Sha YOU
Author Information
1. 湖北省中西医结合医院（湖北中医药大学附属新华医院）重症医学科，武汉 430015
- Keywords:
Standard patient;
Case-based learning combined with team-based learning;
Department of intensive care medicine;
Clinical teaching;
Teaching mode
- From:
Chinese Journal of Medical Education Research
2023;22(1):91-94
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To study the teaching effect of the teaching method of case-based learning (CBL) combined with team-based learning (TBL) based on the standard patient (SP) in the clinical teaching of department of intensive care medicine.Methods:A total of 60 medical students clinically studying in the department of intensive care medicine were randomly divided into 2 groups, with 30 students in each group. The two groups received the clinical teaching through the lecture-based learning (LBL) teaching method and the CBL combined with TBL based on SP teaching method respectively. By evaluating the clinical synthesis ability of the students of two groups and the satisfaction survey of the two teaching methods, the teaching effect was evaluated. SPSS 19.0 statistical software was used to perform Chi-square test and t-test. Results:Compared with LBL teaching method, the students who accepted the CBL combined with TBL based on SP teaching method had significantly better clinical comprehensive ability ( P < 0.05), mainly in their clinical thinking ability [(4.18±0.55) vs. (3.66±0.47)], clinical skills [(4.03±0.61) vs. (3.59±0.52)] and communication ability with patients [(4.11±0.58) vs. (3.74±0.50)]. In addition, student satisfaction with teaching methods was also higher ( P <0.05), especially in the satisfaction of learning interest [(4.38 ± 0.72) vs. (3.65±0.56)], self-learning ability [(4.24±0.71) vs. (3.91±0.52)], clinical thinking ability [(4.09±0.66) vs. (3.22±0.54)], communication ability [(4.42±0.60) vs. (3.67±0.48)], and team cooperation spirit [(4.15±0.58) vs. (3.78±0.51)]. Conclusion:The teaching method of CBL combined with TBL based on SP is feasible and has good teaching effect in the clinical teaching of department of intensive care medicine.
