摘要
目的 分析CBL结合病例演练评估应用于妇产科教学中的效果及对学生临床思维能力的影响。方法实验收入样本均为我院2023年12月至2024年10月期间选取妇产科实习生，共计人数40例，以电脑随机分组方式作为标准，将参与者均分为两组，即对照组（传统教学方法），观察组（ CBL结合病例演练评估），对实施过程中两组实习生相关指标数据作整理记录，结合统计学系统进行对比观察，分析循证护理路径干预应用价值。结果 观察组妇产科实习生理论知识数据、实践技能数据、临床思维能力维度数据以及教学满意度数据相比另一组均呈现出较高优势性，组间对比P值﹤0.05，可见统计学意义。结论 妇产科实习生实施 CBL结合病例演练评估可明显提高理论知识、提高实践技能、提高临床思维能力维度，提高教学满意度，整体效果确切，适合推广。
关键词： CBL；病例演练评估；妇产科；教学效果；临床思维能力
Abstract
Objective To evaluate the effectiveness of integrating CBL with case-based assessment in obstetrics and gynecology education and its impact on students' clinical thinking skills. Methods The study included 40 obstetric and gynecology interns selected from our hospital between December 2023 and October 2024. Participants were randomly divided into two groups using a computerized randomization method: the control group (traditional teaching methods) and the observation group (CBL combined with case-based assessment). Data on relevant indicators for both groups were recorded and statistically analyzed to assess the value of evidence-based nursing pathway intervention. Results Compared to the control group, the observation group showed significant advantages in theoretical knowledge, practical skills, clinical thinking ability, and teaching satisfaction. The P-value was less than 0.05, indicating statistical significance. Conclusion Implementing CBL combined with case-based assessment in obstetric and gynecology education can significantly enhance theoretical knowledge, practical skills, clinical thinking ability, and teaching satisfaction. The overall effect is definite and suitable for promotion.
Key words： CBL; Case-based assessment; Obstetrics and gynecology; Teaching effectiveness; Clinical thinking ability
参考文献 References
[1] 祝彩霞,杨娟,黄林环.基于OSCE联合Mini-CEX模式在妇产科见习教学中的应用[J].现代医院.2023,23(10).036.
[2] 卢琳,谢新平,李建华,等.MDT模式联合CBL教学法在妇产科本科临床教学中的应用分析[J].中国医药科学. 2023, 13(4).019.
[3] 张军,李光曦,汤思思,等."病例分析+竞赛演练"教学法在临床血液学检验技术教学中的运用[J].皖南医学院学报. 2023,42(2).021.
[4] 牛菊敏.基层医院妇产科教学面临的问题及对策[J].中国继续医学教育,2021,13(22):33-36.
[5] 郝敏.妇产科临床教学中存在的问题及改进措施[J].中国高等医学教育,2022(5):89-90.
[6] 廖秦平.诊疗不规范致妇女阴道炎难治愈,专家呼吁提升县医院诊疗能力 [J].南方都市报2023(4):20-57.
[7] 包雪梅,包图雅,金武龙.多模式教学法在口腔医学生临床思维能力培养中的融合应用[J].内蒙古医科大学学报. 2023, (S01).50-53.
[8] 王海燕.情景模拟联合案例教学模式在妇产科规范化医师临床实践教学中的应用探讨[J].中国妇幼保健.2022, 37(13).044.
[9] 狄文.新形势下临床妇产科学面临的挑战与应对策略[J].中国妇产科临床杂志,2023,24(4):301-303.
[10] 吴乾渝.保障上海妇幼健康事业高质量发展的举措与成效[J].中国妇幼保健,2023,38(15):2729-2732.
[11] 赵正言.小儿青少年妇科的发展与挑战[J].中国实用妇科与产科杂志,2022,38(10):1035-1038.
[12] 孙莉颖.小儿青少年妇科疾病的诊治特点[J].中国实用妇科与产科杂志,2022,38(10):1039-1042.
[13] 时娟娟,杨慧,杜超,等. CBL结合EBM 模式在妇科临床实践教学中的应用[J].中国城乡企业卫生,2024, 39(11): 12-15.
[14] 盘仲莹.中国无痛分娩的发展与推广[J].中国妇幼保健, 2021, 36(12): 2740-2742.
[15] 于小千.推广无创助产、无痛分娩技术的意义与挑战[J].中国妇幼保健,2021,36(12):2737-2739.