以分析异常结果报告单为主线CBL + PBL在检验科实习生教学中的应用

Application of CBL + PBL in the Teaching of Clinical Laboratory Interns with Analysis of Abnormal Results Report Form as the Main Line

摘要: 目的：探讨以分析异常结果报告单为主线的以案例为基础的教学(Case-Based Learning, CBL) + 以问题为导向的教学(Problem-Based Learning, PBL)在检验科实习生教学中的应用效果。方法：选取新疆维吾尔自治区人民医院2023年1月~2024年12月检验科82名实习生，依据不同教学模式分为2组。A组(41名，2023年1月~2023年12月)采用传统教学模式，B组(41名，2024年1月~2024年12月)采用以分析异常结果报告单为主线CBL+PBL教学模式，比较2组实习生的考核成绩(理论知识、操作技能)、临床思维(异常结果溯源、多维度诊断整合、逻辑推理、批判性思维)、岗位胜任力(临床决策、沟通协调、报告解读、问题解决)、教学满意度(课程实用性、教学互动性、知识获取率、模式认可度)。结果：B组理论知识、操作技能考核成绩(87.29 ± 4.08分、86.92 ± 5.13分)高于A组(80.41 ± 5.36分、78.05 ± 6.21分)，t = 6.540、7.051，P = 0.000、0.000。B组异常结果溯源、多维度诊断整合、逻辑推理、批判性思维评分高于A组，P均 < 0.001。B组临床决策、沟通协调、报告解读、问题解决评分高于A组，P均 < 0.001。B组课程实用性、教学互动性、知识获取率、模式认可度评分高于A组，P均 < 0.001。结论：将以分析异常结果报告单为主线的CBL + PBL应用于检验科教学，不仅能提升实习生的考核成绩与教学满意度，还能增强其临床思维和岗位胜任力，可推广。

Abstract: Objective: To explore the application effect of case-based learning (CBL) and problem-based learning (PBL) with the analysis of abnormal result report forms as the main line in the teaching of laboratory interns. Method: 82 interns from the Laboratory Department of Xinjiang Uygur Autonomous Region People’s Hospital from January 2023 to December 2024 were selected and divided into two groups based on different teaching modes. Group A (41 participants, January 2023 to December 2023) adopts traditional teaching mode, while Group B (41 participants, January 2024 to December 2024) adopts CBL + PBL teaching mode with analyzing abnormal result reports as the main line. The assessment scores (theoretical knowledge, operational skills), clinical thinking (abnormal result tracing, multidimensional diagnostic integration, logical reasoning, critical thinking), job competence (clinical decision-making, communication and coordination, report interpretation, problem solving), and teaching satisfaction (course practicality, teaching interactivity, knowledge acquisition rate, mode recognition) of the two groups of interns are compared. Result: The theoretical knowledge and operational skills assessment scores of Group B (87.29 ± 4.08 points, 86.92 ± 5.13 points) were higher than those of Group A (80.41 ± 5.36 points, 78.05 ± 6.21 points), t = 6.540, 7.051, P = 0.000, 0.000. The B group had higher scores in tracing abnormal results, multidimensional diagnostic integration, logical reasoning, and critical thinking than the A group, all P < 0.001. The clinical decision-making, communication and coordination, report interpretation, and problem-solving scores of Group B were higher than those of Group A, all P < 0.001. The practicality, teaching interactivity, knowledge acquisition rate, and mode recognition scores of Group B courses were higher than those of Group A, all P < 0.001. Conclusion: The application of CBL+PBL, which focuses on analyzing abnormal result reports, in laboratory teaching can not only improve the assessment scores and teaching satisfaction of interns, but also enhance their clinical thinking and job competence, which can be promoted.