CBL在眼科学教学中的应用评价

摘要

目的 评价案例教学法(case-based learning,CBL)在眼科学教学中的作用.方法 在眼科学教学中以课堂授课为主结合CBL,选择上海交通大学医学院临床医学本科专业2007级19名学生为研究对象.教学结束后以问卷调查形式了解学生对于CBL教学的评价,按选择每个选项的百分比来进行数据的描述分析.结果 100.0％ (19/19)的学生认为CBL应用于眼科学教学有必要,放在所有教学内容结束后进行是合理的.84.2％(16/19)的学生认为CBL仅可作为辅助的教学方式.94.7％(18/19)的学生认为CBL利于将书本中的前后章节内容融会贯通,完整地看待眼科疾病；84.2％ (16/19)的学生认为CBL利于了解眼科临床的思维、诊断模式.73.7％ (14/19)的学生认为CBL教学所占的最合适课时数是4～6课时.结论 CBL应用于眼科学教学有必要,能被学生认可和支持,应成为LBL教学的主要辅助教学方式.%Objective To assess the effect of case-based learning (CBL) in ophthalmology teaching.Methods Lecture based learning combined with CBL was applied in ophthalmology teaching for 19 undergraduates majored in clinical medicine of 2007 grade from Shanghai Jiao Tong University School of Medicine.Questionnaire survey was conducted for students after the course ended to understand their evaluation on CBL.Proportion of selected data was analyzed comparatively.Results 100％ (19/19) students believed that CBL was essential in ophthalmology teaching and rational at the end of course.84.2％ (16/19) students accounted that CBL could only be assistant teaching method.94.7％ (18/19) and 84.2％ (16/19) students considered that CBL was beneficial for cognition of eye diseases completely and clinical thinking formation.4-6 class hours for CBL were approved by 73.7％ (14/19) students.Conclusions CBL is essential in ophthalmology teaching and is accepted and supported by students,therefore it should be the main assistant teaching method.