OBE教学模式在肿瘤放射治疗学临床教学中的效果评价

Evaluation of the Application Effect of OBE Teaching Method in Clinical Oncology Teaching

摘要: 目的：探讨以成果为导向的教育(outcomes-based education, OBE)教学法于临床肿瘤放射治疗学教学中的应用及效果。方法：选取我院连续两年临床实习医学生开展对比性临床教学研究。选取2019年4月至2020年12月于院内行临床实习的30名医学生作为对照组，选取2020年3月至2021年12月于院内行临床实习的32名医学生作为研究组；对照组以传统临床教学模式教学，研究组以OBE教学理念为中心多种教学模式教学；从基础知识、临床技能、临床分析能力等多方面对比两组医学生不同临床教学下的学习效果及差异。结果：对照组与研究组两组临床实习医学生于入科时的基础理论水平及诊疗水平成绩比对，P > 0.05，差异均无统计学意义；在传统及OBE理念的不同教学模式下，对专业知识掌握评测、课堂效果评价、诊疗思维提升、自学能力培养、专业认可度和考试成绩等方面进行评测，研究组均优于对照组，差异具有统计学意义(P < 0.05)。结论：OBE教学法应用在临床肿瘤放射治疗学教学中应用，有助于学生诊疗思维加强、主动学习能力促进、教学效果提高，可实现对医学生理论知识掌握水平、临床综合诊疗技能的有效提升。

Abstract: Objective: To explore the application and effect of outcome based education (OBE) teaching method in the clinical of tumor radiotherapy teaching. Methods: Two consecutive years of clinical interns in the hospital were selected to carry out comparative clinical teaching research. 30 medical students who had clinical practice in the hospital from April 2019 to December 2020 were selected as the control group, and 32 medical students who had clinical practice in the hospital from March 2020 to December 2021 were selected as the research group; The control group was taught with traditional clinical teaching mode, while the research group was taught with multiple teaching modes centering on OBE teaching concept; The learning effects and differences of the two groups of medical students under different clinical teachings were compared from the aspects of basic knowledge, clinical skills, clinical analysis ability, etc. Results: There was no significant difference between the control group and the research group in the basic theory level and diagnosis and treatment level of clinical practice medicine at the time of admission (P > 0.05); Under the different teaching modes of traditional and OBE concepts, the research group was better than the control group in terms of professional knowledge mastery evaluation, classroom effect evaluation, improvement of diagnosis and treatment thinking, self-study ability training, professional recognition and examination results, and the difference was statistically significant (P < 0.05). Conclusion: The application of OBE teaching method in the teaching of clinical oncology radiotherapy can help students strengthen their diagnosis and treatment thinking, promote their active learning ability, and improve the teaching effect. It can effectively improve the level of medical students’ theoretical knowledge and clinical comprehensive diagnosis and treatment skills.