案例导向教学法在心脏瓣膜病的超声教学初探
A Preliminary Study of the Case-Oriented Teaching Method in Ultrasound Teaching of Heart Valve Disease

目的：探索案例导向教学法(case-based learning, CBL)在心脏瓣膜疾病超声教学实践中的应用。方法：将我校2018级中西医结合甲乙班的80名学生根据学号末位数字的单双数分为观察组和对照组。观察组学生采用CBL教学模式进行教学，对照组学生采用传统“师带徒”模式进行教学，三个月后进行成绩考核、教学满意度、教学效果评价比较。结果：观察组在成绩考核中理论成绩、技能成绩、总成绩得分均明显高于对照组，差异有统计学意义(P < 0.01)；两组教学满意度比较，观察组亦高于对照组，差异有统计学意义(P < 0.01)；两组综合能力、教学效果评价中，仅在医患沟通能力方面，对照组稍高于观察组，差异无统计学意义(P > 0.05)，而在理论知识、超声思维能力、操作技能、报告书写方面，观察组明显优于对照组，差异有统计学意义(P < 0.01)。结论：案例导向教学法在心脏瓣膜病的超声教学实践中有较好的应用价值。
Objective: To explore the application of case-based learning (CBL) in the teaching practice of ultra-sound in heart valve diseases. Methods: Eighty students in the class A and B of Chinese and Western medicine in 2018 were divided into observation group and control group according to the last digit of the school number. The students in the observation group were taught by CBL teaching mode, while the students in the control group were taught by the traditional “teacher-apprentice” mode, and the performance assessment, teaching satisfaction and teaching effect evaluation were compared after three months. Results: The scores of theoretical scores, skills scores and total scores in the observation group were significantly higher than those in the control group (P < 0.01). The teaching satisfaction of the observation group was higher than that of the control group, and the difference was statistically significant (P < 0.01). Two groups of comprehensive ability, the evaluation of teaching effect, only in terms of doctor-patient communication, the control group was slightly higher than in observation group, there was no statistically significant difference (P > 0.05), while in theory knowledge, ultrasonic thinking ability and operation skills, report writing, observation group was better than control group, the difference was statistically significant (P < 0.01). Conclusion: The case-oriented teaching method has good application value in the practice of ultrasound teaching in heart valve disease.