综合讲座,案例和基于问题的学习对胃肠道手术学员的批判性思维和临床能力的影响:随机对照试验
Jin Tang1, Jing Yang2, Junsong Yang1
1Department of Gastrointestinal Surgery, Affiliated Hospital of North Sichuan Medical College, Nanchong, Sichuan Province, China, hospital-nsmc.com.cn.
Gastroenterology research and practice
|February 12, 2026
概括
结合基于讲座,基于问题和基于案例的学习的综合教学模式显著改善了胃肠道外科学员的批判性思维,知识和临床能力. 这种方法提高了学习效率和满意度.
科学领域:
- 医学教育 医学教育
- 进行外科手术培训.
- 胃肠道手术 胃肠道手术
背景情况:
- 临床思维和能力对于有效的胃肠外科培训至关重要.
- 评估新的教学模式对于优化外科教育至关重要.
- 本研究评估了外科实习生的一体化学习方法.
研究的目的:
- 评估综合指导模型 (LBL + PBL + CBL) 在胃肠道外科培训中的有效性.
- 将综合模型与传统的基于讲座的学习 (LBL) 和基于问题 + 基于案例的学习 (PBL + CBL) 方法进行比较.
- 评估对批判性思维,知识,学习效率和临床能力的影响.
主要方法:
- 一项前性随机对照试验,涉及120名胃肠道手术学员.
- 随机分配到LBL,PBL + CBL或集成的LBL + PBL + CBL组.
- 对批判性思维 (CTDI-CV),理论知识,学习效率,满意度和临床能力 (Mini-CEX) 的评估.
主要成果:
- 综合的LBL + PBL + CBL组在批判性思维,理论知识和临床能力 (Mini-CEX分数) 中表现出卓越的表现.
- 综合组实现了最高的任务完成率和学习者满意度.
- 该组还报告了每周学习时间最短的情况,这表明学习效率提高.
结论:
- 综合的LBL + PBL + CBL教学模型显著提高了胃肠道外科培训的临床能力和效率.
- 这种混合学习方法非常适合改善外科教育成果.
- 这些发现支持在外科住院计划中采用综合学习策略.
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