CBL + 最新诊治指南融入BOPPPS模式在神经内科学临床教学的应用

The Application of CBL Combined with the Latest Diagnosis and Treatment Guidelines Integrated into the BOPPPS Model in Clinical Teaching of Neurology

摘要: 目的：探讨以案例为基础的学习(case-based learning, CBL)联合最新诊治指南融入BOPPPS模式在神经内科临床教学中的应用效果。方法：选择2025~2026年轮转神经内科的2021级临床医学专业实习生56名，按随机分配方式分为实验组和对照组，每组28名。对照组采用传统教学模式，实验组采用CBL联合最新诊治指南融入BOPPPS的教学模式；比较两组理论知识考核成绩、临床实践能力(含病史采集、体格检查、诊断与鉴别诊断、治疗方案确定4个分项)考核成绩，以及教学效果匿名问卷(培养临床思维、提高解决问题能力、培养自主学习能力、提升团队协作能力4个维度)评分。结果：两组性别、年龄等基线资料比较差异无统计学意义(P > 0.05)。实验组理论知识考核成绩为(84.39 ± 5.01)分，高于对照组的(80.36 ± 5.47)分(t = 2.879, P = 0.006)；实验组临床实践能力总分及4个分项成绩均高于对照组(P < 0.05)；实验组问卷4个维度得分均高于对照组(P < 0.001)。结论：CBL联合最新诊治指南融入BOPPPS的教学模式可显著提高神经内科实习学生的理论与临床实践成绩，提升其临床思维、解决问题、自主学习与团队协作能力，教学效果优于传统教学，值得在临床教学中推广应用。

Abstract: Objective: To explore the application effect of CBL combined with the latest diagnosis and treatment guidelines integrated into the BOPPPS model in clinical teaching of neurology. Methods: Fifty-six clinical medical interns of the 2021 grade rotating in the Department of Neurology from 2025 to 2026 were randomly divided into an experimental group and a control group, with 28 in each. The control group received traditional teaching, while the experimental group received CBL combined with the latest diagnosis and treatment guidelines integrated into the BOPPPS model. Theoretical knowledge examination scores, clinical practice ability scores (including history taking, physical examination, diagnosis and differential diagnosis, and treatment plan formulation), and anonymous questionnaire scores (cultivating clinical thinking, improving problem-solving ability, cultivating autonomous learning ability, and enhancing teamwork ability) were compared between the two groups. Results: No statistically significant differences were found in baseline data such as gender and age between the two groups (P > 0.05). The theoretical knowledge score of the experimental group was (84.39 ± 5.01), higher than (80.36 ± 5.47) of the control group (t = 2.879, P = 0.006); the total clinical practice ability score and all four sub-item scores in the experimental group were higher than those in the control group (P < 0.05); all four questionnaire dimension scores in the experimental group were higher than those in the control group (P < 0.001). Conclusion: The teaching model of CBL combined with the latest diagnosis and treatment guidelines integrated into BOPPPS can significantly improve the theoretical and clinical practice scores of neurology interns, enhance their clinical thinking, problem-solving, autonomous learning and teamwork abilities, with teaching effects superior to traditional teaching, and is worthy of promotion in clinical teaching.