摘要
目的为促进理论向实践转化,优化现有以终结性评价为主的单一评价体系,探索基于案例教学法(case-based learning,CBL)区组随机设计的医学生临床理论课程改革。方法选取哈尔滨医科大学附属第一医院2021级临床医学五年制专业A班与B班213名学生作为研究对象,研究组(A班,108名)采用“基于CBL-区组随机-硕博研究生标准化病人-多维形成性评价”的整合教学模式,对照组(B班,105名)采用传统大班授课与终结性评价。比较两组的期末笔试考核、迷你临床演练评估(Mini Clinical Evaluation Exercise,Mini-CEX)、教学满意度。结果研究组期末笔试总成绩为(75.72±7.61)分,高于对照组的(72.42±8.02)分,差异有统计学意义(t=3.082,P<0.05);研究组的基础理论和案例分析成绩均高于对照组,差异均有统计学意义(P均<0.05)。研究组Mini-CEX总分为(36.43±3.79)分,高于对照组的(34.33±4.90)分,差异有统计学意义(t=3.480,P<0.05);研究组Mini-CEX中的病史采集、体格检查、疾病诊治、人文关怀和沟通技巧评分均高于对照组,差异均有统计学意义(P均<0.05)。研究组教学满意度高于对照组,差异均有统计学意义(P均<0.05)。结论整合教学模式可有效提升大班教学效果与学生临床素养,为推广互动式教学与形成性评价提供可复制的系统性依据。
Objective In order to promote the transformation of theory to practice,optimize the existing single evaluation system based on summative evaluation,and explore the reform of clinical theory course for medical students based on case-based learning(CBL)randomized design.Methods A total of 213 students from Class A and Class B of 2021 five-year clinical medicine major in the First Affiliated Hospital of Harbin Medical University were selected as the research objects.The study group(Class A,108 students)adopted the integrated teaching mode of basic CBL-block randomization-postgraduate standardized patients-multidimensional formative evaluation,while the control group(Class B,105 students)adopted the traditional large class teaching and summative evaluation.The final written examination,Mini Clinical Evaluation Exercise(Mini-CEX)and teaching satisfaction were compared between the two groups.Results The total final written test score of the study group was 75.72±7.61,which was higher than that of the control group 72.42±8.02,and the difference was statistically significant(t=3.082,P<0.05).The scores of basic theory and case analysis in the study group were higher than those in the control group,and the differences were statistically significant(both P<0.05).The total score of Mini-CEX in the study group was 36.43±3.79,which was higher than that in the control group 34.33±4.90,and the difference was statistically significant(t=3.480,P<0.05).The scores of medical history collection,physical examination,disease diagnosis and treatment,humanistic care and communication skills in Mini-CEX of the study group were higher than those of the control group,and the differences were statistically significant(all P<0.05).The teaching satisfaction of the study group were higher than that of the control group,and the differences were statistically significant(all P<0.05).Conclusion The integrated teaching mode can effectively improve the teaching effect of large classes and students'clinical literacy,and provide a replicable systematic basis for the promotion of interactive teaching and formative evaluation.
作者
尹德春
黄瀚洋
陈洪苹
朱跃坤
梁立波
王大为
李斌
邓锁
张妍馨
李阳
薄红
郭庆峰
YIN Dechun;HUANG Hanyang;CHEN Hongping;ZHU Yuekun;LIANG Libo;WANG Dawei;LI Bin;DENG Suo;ZHANG Yanxin;LI Yang;BO Hong;GUO Qingfeng(The First Affiliated Hospital of Harbin Medical University,Harbin 150001,Heilongjiang,China;Public Health College of Harbin Medical University,Harbin 150001,Heilongjiang,China;The Fourth Hospital of Harbin Medical University,Harbin 150001,Heilongjiang,China)
出处
《中国卫生产业》
2026年第4期153-157,共5页
China Health Industry
基金
黑龙江省教育科学规划课题(GJB1320186,GJB1319082)。
关键词
医学教育
案例教学法
区组随机
形成性评价
教学改革
Medical education
Case-based learning
Block randomization
Formative assessment
Teaching reform
