基于案例学习模式在病理学教学中的应用

Application of Case-Based Learning Model in Pathology Teaching

摘要: 目的：本研究对基于案例学习(CBL)与微信辅助教学(WAT)进行比较评估。方法：选择70名二年级的临床医学本科生和临床医学外国留学生(MBBS)学生接受了6期的CBL，并在微信群上发布了一组肿瘤主题的病例场景。随后，针对肿瘤的不同主题进行了6次WAT视频。采用配对t检验(组内)和学生t检验(组间)比较干预前后CBL和WAT课程的多项选择题(MCQ)测试成绩分数。采用学生自填问卷和焦点小组讨论(FGDs)收集学生的对教学的看法，并进行定量和定性分析。结果：干预后CBL主题的平均MCQ得分显著高于WAT (22.78 ± 2.99 vs 17.78 ± 3.35, P < 0.001)。学生认为CBL增强了他们的好奇心；并通过各种资源获得的知识得到了更好的保留。提高了学生的分析问题的能力和学习病理学的兴趣。在FGDs中，学生喜欢使用WAT作为CBL的辅助，能方便地在聊天群中分享场景相关的额外信息和之前的讨论。结论：WAT辅助下的CBL教学有助于学生获取知识，积极参与讨论和学习，且得分更高，知识保留率更高。使用WAT平台，有助于学生彼此轻松的互动和顺利地寻求导师指导。

Abstract: Objective: To compare case-based learning (CBL) and wechat-based instruction (WAT). Methods: 70 second-year medical undergraduates and foreign students in clinical medicine (MBBS) received six rounds of CBL, and a set of cancer-themed case scenarios were posted on Wechat group. Subsequently, 6 WAT videos were performed on different topics of the tumor. Paired t test (intra-group) and student t test (inter-group) were used to compare the scores of multiple choice questions (MCQ) test in CBL and WAT courses before and after intervention. Student self-administered questionnaires and focus group discussions (FGDs) were used to collect students’ views on teaching, and quantitative and qualitative analyses were conducted. Results: The average MCQ scores of CBL subjects were significantly higher than those of WAT subjects (22.78 ± 2.99 vs 17.78 ± 3.35, P < 0.001). Students thought that CBL enhanced their curiosity; and the knowledge gained through various resources is better retained. The students’ ability of analyzing problems and their interest in learning pathology were improved. In FGDs, students prefer to use WAT as an adjunct to CBL to facilitate sharing of additional information related to the scene and previous discussions in the chat group. Conclusions: WAT assisted CBL teaching helps students to acquire knowledge, actively participate in discussion and learning, and has a higher score and knowledge retention rate. The WAT platform helps students to easily interact with each other and smoothly seek guidance from tutors.