杨文璐 朱美意

[摘要] 目的 探讨情景模拟结合“基于案例”教学法（CBL）在急诊医学教学中的应用效果。 方法 选取2019年10月至2020年1月石河子大学医学院2018级临床医学专业48名学生作为研究对象，以教学方式不同随机分为试验班（n=24，接受情景模拟结合CBL法教学）和对照班（n=24，接受传统法教学），教学结束后对比分析两个班学生的成绩、对教学方式的满意度及学习效果。 结果 试验班理论课程、实践操作考核成绩均高于对照班，差异有统计学意义（P<0.05）;试验班学生的教学满意度总评分高于对照班学生，差异有统计学意义（P<0.05）;试验班学习效果自我评价总评分高于对照班，差异有统计学意义（P<0.05）。 结论 将情景模拟结合“基于案例”教学法（CBL）应用于急诊医学教学中，可以有效提升教学满意度，提高学生在急诊医学中的学习效果。

[关键词] 情景模拟;CBL;急救医学;教学;案例;学习效果

[中图分类号] R573          [文献标识码] B          [文章编号] 1673-9701（2021）33-0150-04

[Abstract] Objective To explore the application effect of scenario simulation combined with case-based learning （CBL） in emergency medical teaching. Methods A total of 48 students majored in clinical medicine of Grade 2018 in School of Medicine of Shihezi University from October 2019 to January 2020 were selected as the research objects， and they were randomly divided into the experimental class（n=24， scenario simulation combined with CBL teaching） and the control class（n=24， traditional teaching） according to different teaching methods. After the teaching， the scores， satisfaction with teaching methods of the students in the two classes and learning effects were compared and analyzed. Results The scores of theoretical courses and practical operation in the experimental class were higher than those in the control class，the difference was statistically significant （P<0.05）. The total teaching satisfaction rating of the experimental class was higher than that of the control class， the difference was statistically significant （P<0.05）. Self-evaluation of learning effect total score in the experimental class was higher than that in the control class， the difference was statistically significant（P<0.05）. Conclusion The scenario simulation with CBL in emergency medicine teaching can effectively improve teaching satisfaction and improve students learning effect in emergency medicine.

[Key words] Scenario simulation; CBL; Emergency medicine; Teaching; Cases; Learning effect

急診医学教学具备跨学科的专业特点，部分授课内容与内、外、妇、儿科存在交叉重复，易导致学生学习兴趣降低，学习效果欠佳。国内多数医学院校急诊临床教学时间相对较短，需要在短期内对学生进行系统的急诊能力训练，培养其及时准确识别各种危急重症并进行初步处置的能力[1]，因此课堂教学任务艰巨。目前大部分老师仍采用传统的灌输式教学，与学生教学互动少，学生容易产生疲劳感，导致教学效果较差[2]。同时，过于理论化的传统教学模式导致学生无法快速将理论知识运用于临床，在面对真实的临床表现各异的急诊患者时，学生诊断及鉴别诊断存在困难，欠缺独立的临床思维能力及解决问题的能力。因此，为了激发学生对急诊医学的学习兴趣，切实提高课堂教学的效果和质量急需探讨新的教学模式。情景模拟结合“基于案例”教学法（Case-based learning，CBL）是指以情景模拟教学为主，结合一定的真实临床案例教学，是一种将理论与实践融合共同推进的教学模式。……