CBL、LBL教学顺序改变对中医内科实践教学的影响

文章信息/Info

• Title:CBL、LBL教学顺序改变对中医内科实践教学的影响

• 卷期:2024年22卷4期

• 作者:陈建1，曾莉2，应汝炯1，郝立爽1，李静1，盛昭园1*

• 1.上海中医药大学附属市中西结合医院传统医学科，上海，200082；2.上海中医药大学附属第七人民医院心血管内科，上海，200137

• Author(s):Chen Jian1, Zeng Li2, Ying Ru Jiong1, Hao Li Shuang 1,Li Jing 1, Sheng Zhao Yuan1*

• (1. Department of Traditional Medicine, Affiliated Hospital of Shanghai University of Traditional Chinese Medicine，Shanghai，200082，China2.Department of Cardiovascular Medicine，the Seventh People's Hospital Affiliated to Shanghai University of Traditional Chinese Medicine，Shanghai，200137，China

• 关键词教学方法；实践教学；中医内科；教学顺序改变

• Keywords:teaching method;  Practical teaching;  Internal Medicine of Chinese Medicine;  Change of teaching order

• 摘要:目的：研究教学顺序改变（LBL、CBL）对中医内科实践教学效果的影响。方法：选取上海中医药大学中西医结合临床医学院中医内科实践学习本科生50名，随机分为观察班和对照班，各25人，对照班：运用传统的LBL临床教学方法；观察班：教学顺序改变（LBL、CBL）的方法教学，比较两组教学效果。结果：观察班的理论成绩、实践技能均高于对照班（P＜0.05）。对于学习兴趣、培养科学的推理能力、加强分析解决问题的能力、增强对知识的理解与掌握、基础联系临床、引导发散思维这6点比较，观察班明显高于对照班（P＜0.01）。老师反馈，学生学习的兴趣、科学的推理的能力、分析解决问题的能力、对知识的理解和掌握、基础联系临床、发散思维等6个方面比较，观察班明显高于对照班（P＜0.01）。结论：中医内科实践教学中，应用教学顺序改变（LBL、CBL）的教学方法，能增强学生的学习主动性，提高教学成绩，更有助于培养其临床思维，提高学生对教学的满意度及老师教学质量。                                                                                                                                                                                

• Abstract: To study the influence of teaching order change (LBL, CBL) on the practical teaching effect of TCM internal medicine.  Methods: a total of 50 undergraduate students from clinical College of Integrated Traditional Chinese and Western Medicine of Shanghai University of Traditional Chinese Medicine were selected and randomly divided into observation class and control class, with 25 students in each class. The control class used the traditional LBL clinical teaching method.  Observation class: teaching order change (LBL, CBL) method of teaching, compare the teaching effect of the two groups.  Results: The theoretical scores and practical skills of the observation class were higher than those of the control class (P < 0.05).  The observation class was significantly higher than the control class (P < 0.01) in terms of learning interest, cultivating scientific reasoning ability, strengthening the ability to analyze and solve problems, enhancing the understanding and mastery of knowledge, connecting basic to clinical practice, and guiding divergent thinking.  According to the teacher's feedback, students' interest in learning, ability of scientific reasoning, ability of analyzing and solving problems, understanding and mastering of knowledge, basic clinical connection and divergent thinking were significantly higher in the observation class than in the control class (P < 0.01).  Conclusion: In the practice teaching of internal medicine of Traditional Chinese medicine, the application of teaching order change (LBL, CBL) teaching method can enhance students' learning initiative, improve teaching performance, help to cultivate their clinical thinking, improve students' teaching satisfaction and teachers' teaching quality.

  《中医内科学》是一门具有很强实践操作性的学科[1]，既是中医基础课的综合，又是中医其他临床各科的基础，这决定了它在中医临床思维方式的形成和临床技能的培养中占有决定性的地位，其完整的理论体系有效地指导着临床实践[1,2]。