Abstract:

Objective　To explore the feasibility and effect of applying batch problem-based learning (PBL) combined with case-based learning (CBL) to practice teaching for laboratory medical undergraduates. Methods　The subjects of the study were 24 undergraduates, including 8 males and 16 females, aged 22-23 years, who practiced in the clinical laboratory of the First Affiliated Hospital, Sun Yat-sen University from June 2022 to April 2023. According to the setting of professional groups in the clinical laboratory, the teaching method of batch CBL and PBL was adopted in the teaching of microbiology inspection major, and the traditional teaching method was adopted in the teaching of other majors. Through the questionnaire survey, the students' learning effect and teaching satisfaction were compared under the two teaching modes. Wilcoxon signed rank test for two paired samples was used. Results　Compared with the traditional teaching method, the batch CBL combined with PBL teaching method improved the learning interest (Z=3.015, P=0.003), self-learning ability (Z=3.908, P<0.001), problem solving ability (Z=3.033, P=0.002), practical operation ability (Z=2.213, P=0.027), comprehensive analysis ability (Z=3.245, P=0.001), teamwork ability (Z=2.054, P=0.040), and clinical communication ability (Z=2.565, P=0.010) and inspire the clinical thinking (Z=3.014, P=0.003), with statistically significant differences. The students had a high degree of recognition for the teaching method of batch CBL combined with PBL, and 100.0% (24/24) of the students were very satisfied with "teaching contents adhering closely to the syllabus" and "teaching content related to clinical diagnosis and treatment". Conclusion　The application of batch CBL and PBL teaching method has a good teaching effectiveness in clinical practice course of laboratory medicine, which is helpful to enlighten the students' clinical thinking and can be adopted as an adjunct to traditional teaching method.

Key words:

Case-based learning, Problem-based learning, Laboratory medicine, Clinical practicum, Teaching effect

摘要：

目的　探讨应用批量以问题为导向的教学（problem-based learning，PBL）联合以案例为基础的教学（case-based learning，CBL）法进行检验医学本科生实习带教的应用效果。方法　研究对象为2022年6月至2023年4月在中山大学附属第一医院检验科实习的24名本科生，其中男性8人，女性16人，年龄22～23岁。根据检验科专业设置组别，微生物检验专业教学采用批量CBL联合PBL教学法，其他专业教学采用传统教学法。通过问卷调查，比较在两种教学模式下学生的学习效果和教学满意度。采用两配对样本Wilcoxon符号秩检验。结果　与传统教学法相比，批量CBL联合PBL教学法在提高学习兴趣（Z=3.015，P=0.003）、提高自学能力（Z=3.908，P<0.001）、提高问题解决能力（Z=3.033，P=0.002）、提高实践操作能力（Z=2.213，P=0.027）、提高综合分析能力（Z=3.245，P=0.001）、提高团队合作能力（Z=2.054，P=0.040）、提高临床沟通能力（Z=2.565，P=0.010）和启发临床思维（Z=3.014，P=0.003）方面具有明显优势，差异均有统计学意义。学生对于批量CBL联合PBL教学法的认可度很高，100.0%（24/24）学生对“教学内容紧贴大纲”和“教学内容与临床诊疗相关”的评价为非常满意。结论　批量CBL联合PBL教学法应用于检验医学实习带教，有助于启发学生临床思维，教学效果显著，可作为实习带教的重要教学方法。

关键词:

以案例为基础的教学, 以问题为导向的教学, 检验医学, 实习带教, 教学效果