疑难病原菌案例集教学模式在临床微生物检验实习教学中的应用研究

Application of Case Set Teaching Mode of Difficult Pathogenic Bacteria in Clinical Microbiology Examination Practice Teaching

摘要: 目的：探讨疑难病原菌案例集教学模式在临床微生物检验实习教学中的应用效果。方法：选取本院2024年1月~2024年12月检验科实习的56名学生，依据教学模式分为2组。A组28名实施常规教学模式，B组28名实施疑难病原菌案例集教学模式，比较2组学生的考核成绩、临床思维、综合能力、教学满意度。结果：B组的理论知识、操作技能考核成绩高于A组，P < 0.001。B组的系统性思维、循证性思维、批判性思维评分高于A组，P < 0.001。B组的技能整合能力、沟通协作能力、数据解读能力、应急处理能力、知识拓展能力评分高于A组，P < 0.001。B组的教学总满意率(96.43%)高于A组(78.57%)，χ² = 4.082，P = 0.043。结论：将疑难病原菌案例集教学模式应用于临床微生物检验实习教学中，不仅能提升学生理论知识掌握度与操作规范性，强化临床思维及综合能力，还能提高教学满意度，值得推广。

Abstract: Objective: To explore the application effect of case set teaching mode of difficult pathogenic bacteria in clinical microbiology examination practice teaching. Methods: A total of 56 clinical laboratory interns in our hospital from January 2024 to December 2024 were selected and divided into two groups according to the teaching mode. 28 students in group A were given the conventional teaching mode, while 28 students in group B were given the case set teaching mode of difficult pathogenic bacteria. The assessment results, clinical thinking, comprehensive ability and teaching satisfaction of the two groups were compared. Results: The scores of theoretical knowledge and operation skills in group B were higher than those in group A, both P < 0.001. The scores of systematic thinking, evidence-based thinking and critical thinking in group B were higher than those in group A, all P < 0.001. The scores of skill integration ability, communication and cooperation ability, data interpretation ability, emergency handling ability and knowledge development ability in group B were higher than those in group A, all P < 0.001. The total satisfaction rate of group B (96.43%) was higher than that of group A (78.57%), χ² = 4.082, P = 0.043. Conclusion: the application of case set teaching mode of difficult pathogenic bacteria in clinical microbiology examination practice teaching can not only improve students’ mastery of theoretical knowledge and operation standardization, strengthen clinical thinking and comprehensive ability, but also improve teaching satisfaction, which is worthy of promotion.