CBL教学法对医学生胚胎学教学效果的影响

摘要

目的探讨以讨论课形式进行的CBL(案例式教学)教学方式对胚胎学教学效果的影响.方法将临床病例引入胚胎学讨论课,对近3年本校胚胎学期末考试中经过案例讨论的题目与非讨论题目进行比较;通过网络问卷对课程结束后学生的相关知识掌握情况进行测试并比较.结果各年级胚胎学期末考试总得分率没有统计学差异,但讨论课题目得分显著高于非讨论课题目得分(P<0.01);其中主观讨论题得分率显著高于非讨论题.网络测试显示,答题正确率在课程结束1、2、3年后逐渐降低,但讨论过的题目得分率高于非讨论题目.结论CBL教学法能够促进医学生对胚胎学知识的短期以及长期掌握.%Objective To investigate the effects of CBL in teaching human embryology for medical students.Methods After having seminar with clinical case, scoring rate of questions discussed and not discussed in final exam were compared in recent 3 years.Embryological knowledge were evaluated in 1, 2, 3 years after embryology class by online test.Results There is no difference of total scoring rate among 3 grades in final exam, while the score of questions discussion was significantly higher than that of non-dissaution course(P<0.01).Scoring rate of objective questions discussed was significantly higher.Scoring rate of online test decreased with years after embryology class, while questions discussed were better than not discussed.Conclusions Seminar with clinical case as CBL could improve the learning outcomes of embryology in short and long term memory.