Application of CBL Combined with PBL Teaching Model in Clinical Probation Teaching of Burn Surgery

Abstract

Abstract: Objective To explore the application effect of CBL combined with PBL model in clinical probation teaching of burn surgery. Methods From January 2023 to December 2023, 64 undergraduate students majoring in clinical medicine undergoing clinical probation in department of burn surgery of The First Affiliated Hospital of Guangxi Medical University were chosen for the study. They were split into two groups using a random number table method: 32 in the experimental group (CBL combined with PBL teaching) and 32 in the control group (traditional teaching). The study compared exam scores, practical skills, teaching satisfaction, and other metrics between the two groups. Results The theoretical knowledge, practical operation,and teaching satisfaction scores in the experimental group were significantly higher than those in the control group, with a statistically significant difference (P<0.05). Conclusions The application of CBL combined with PBL teaching model in clinical probation teaching of burn surgery can improve the scores of theoretical examination and the level of practical operation, and the students'satisfaction with teaching is relatively high.

Key words: CBL combined with PBL teaching mode, Burn and plastic surgery, Clinical practice, Innovation in teaching, Effect of application, Apply

CLC Number:

R-4
G643

GAO Xingxin, WU Yajun, ZHONG Chaoyi, CAO Yuan, LI Dehui. Application of CBL Combined with PBL Teaching Model in Clinical Probation Teaching of Burn Surgery[J]. The Theory and Practice of Innovation and Enntrepreneurship, 2024, 7(10): 118-120.

References

[1] 刘佳琦,潘庆,胡大海.烧伤外科本科生临床实践教学的体会[J].继续医学教育,2015(9):65-66.
[2] 汤净,陈军,徐琪,等.TBL、CBL、PBL混合模式助力消化内科理论教学[J].教育教学论坛,2023(40):171-175.
[3] 朱文娟,王明礼,徐测梁,等.PBL联合TBL应用于急诊医学临床教学观察[J].新疆中医药,2023,41(6):60-62.
[4] 刘梦栋,杨薛康,胡大海,等.烧伤外科临床带教中混合教学模式的应用研究[J].中国继续医学教育,2020,12(29): 33-35.
[5] 王沁萍,阮爱萍,马艳霞,等.CBL教学模式在我国高等基础医学教育中应用的研究现状[J].基础医学教育, 2019,21(12):946-948.
[6] 张志刚,侯宇颖,张珺,等.7种教学方法对护理专业学生评判性思维能力影响的网状Meta分析[J].中华护理杂志,2016,51(8):960-966.
[7] 贾赤宇,王鹏,张泽鑫.重症烧伤救治:理念、挑战与希望[J].中华损伤与修复杂志(电子版),2021,16(5):374-382.
[8] 高兴新. 混合教学模式在烧伤外科临床带教中的应用体会[J].教育教学论坛,2017(14):231-232.
[9] 李晓亮,李琰光,叶向阳,等.PiCCO监测对烧伤机械通气患者休克期补液的临床指导意义[J].感染、炎症、修复,2020,21(2):92-97.
[10] 敖建,彭嘉蔚,王慧,等.PBL教学模式在外科教学中的研究进展[J].广州医科大学学报,2022,50(1):166-168.
[11] 肖国宏,阮静贤,宋霁,等.高等医学教育的临床实践教学改革探讨[J].继续医学教育,2016,30(8):17-19.
[12] 卢书明,杜建玲,易桂兰,等.医学院校临床见习与实习现状的调查研究[J].继续医学教育,2020,34(4):39-41.
[13] 杨薛康,徐志刚,陈俏华,等.多元化教学模式在烧伤外科研究生教学中的应用[J].现代生物医学进展, 2015, 15(24):4761-4763,4731.
[14] 汪庚明,孙谦,周燕,等.CBL、PBL联合MDT教学模式在肿瘤放疗科临床规培医师教学中的应用[J].沈阳医学院学报,2017,19(3):298-300.
[15] 李敏华,杨周文,田京.PBL教学法在模拟医学教育中的应用与探讨[J].中国继续医学教育,2023,15(18):108-112.
[16] 杨晓辉,隋淼,李苗苗,等.PBL、CBL教学法与传统教学在《全科医学》教学中的应用与比较[J].中国继续医学教育,2022,14(11):43-47.