Abstract:

Objective　To investigate the effect of BOPPPS combined with CBL (case-based learning) +LBL (lecture based learning) teaching mode on the teaching of cardiac physical examination. Methods　A total of 132 undergraduates majoring in clinical medicine in Grade 2020 of Guangdong Medical University were divided into a control group (65 cases) and an experimental group (67 cases) by the random number table method. The experimental group consisted of 37 males and 30 females, aged (22.37±0.91) years; the control group consisted of 35 males and 30 females, aged (22.68±0.69) years. The experimental group was taught by BOPPPS combined with CBL+LBL teaching mode, while the control group was taught by traditional CBL+LBL teaching mode. At last, a questionnaire was used to evaluate the teaching effect. χ² test and independent-sample t test were used. Results　The satisfaction of the experimental group was higher than that of the control group [98.5% (66/67) vs. 86.2% (56/65)], with a statistically significant difference (P<0.05). In terms of self-evaluation, the students in the experimental group were better than those in the control group in the five items of "whether to stimulate learning interest, whether to improve the mastery of learning key and difficult points, whether to enhance the training of clinical operation skills, rationality of teaching organization, and whether to improve the interest in clinical learning" (all P<0.05); there were no statistically significant differences between the two groups in the five items of "training clinical thinking ability, enhancing ability of problem solving, communication and expression abilities between teachers and students and between doctors and patients, improvement of learning efficiency and ability, and teamwork ability" (all P>0.05). Conclusions　Compared with traditional CBL+LBL teaching method, BOPPPS combined with CBL+LBL teaching mode can improve the learning efficiency, stimulate the students' learning interest and enthusiasm, and enhance the students' clinical thinking and clinical operation skills. Therefore, this teaching mode has good teaching effect and is worth popularizing and applying.

Key words:

Cardiac physical examination, BOPPPS, CBL, LBL

摘要：

目的　本研究旨在探讨BOPPPS联合案例为基础的学习方法（case-based learning，CBL）+教师主导式教学（lecture based learning，LBL）教学模式在心脏查体带教中的应用效果。方法　以广东医科大学2020级本科临床医学专业的132名学生为研究对象，采用随机数字表法分为对照组（65人）和试验组（67人）。试验组男37人，女30人，年龄（22.37±0.91）岁；对照组男35人，女30人，年龄（22.68±0.69）岁。试验组采用BOPPPS联合CBL+LBL教学模式进行教学，而对照组采用传统的CBL+LBL教学法。最后采用问卷形式对教学效果进行评价。采用χ²检验、独立样本t检验。结果　试验组学生的满意度高于对照组［98.5%（66/67）比86.2%（56/65）］，差异有统计学意义（P<0.05）。自我评价方面，在“是否激发学习兴趣、是否提高对学习重点难点的掌握、是否增强临床操作技能培养、教学组织的合理性及是否提高临床学习的兴趣”5个项目方面，试验组的学生评价均优于对照组（均P<0.05）；在“培养临床思维能力、增强解决问题的能力、师生及医患的沟通和表达能力、学习效率及能力的提高、团队合作能力”5个项目方面，两组之间差异均无统计学意义（均P>0.05）。结论　与传统CBL+LBL教学法相比，BOPPPS联合CBL+LBL教学模式，不仅可以提高学生的学习效率，激发其学习兴趣、积极性，同时也增强了他们的临床思维和临床操作技能。因此，这种教学模式具有很好的教学效果，值得推广和应用。

关键词:

心脏查体, BOPPPS, CBL, LBL