基于CBL与PAL混合式设计在儿科临床教学中的实践
The Practice of Pediatric Clinical Teaching Based on the Hybrid Design of CBL and PAL

目的：探讨以案例教学法(Case-based learning, CBL)联合同伴互助教学法(Peer-assisted learning, PAL)在儿科临床实习中的教学效果。方法：选取2020年11月至2022年6月在儿科病房实习的临床本科生100名作为研究对象，按照随机数表法分为实验组和对照组(各50名)。对照组给予传统教学，试验组采用CBL结合PAL教学法。然后评价考核成绩和教学效果，比较两组之间的差异。结果：试验组在案例分析、思维创新、学习兴趣、团队协作4个方面得分显著增高，差异有统计学意义(P < 0.01)。在操作技能，沟通能力2个方面相对增高，差异有统计学意义(P < 0.05)。在基础理论掌握方面，二者无显著差异。结论：在儿科临床教学中开展CBL与PAL相结合的教学模式，能有效激发学生学习主观能动性，提升临床分析解决问题能力，改善临床操作技能，以及培养创新思维，从而提高临床教学效果，优势显著。
Objective: To explore the teaching effect of case-based learning (CBL) combined with peer-assisted learning (PAL) in pediatric clinical practice. Methods: A total of 100 undergraduate clinical students who practiced in the pediatric ward from November 2020 to June 2022 were selected as research objects and divided into experimental group and control group (50 in each group) according to random number table method. The control group was given traditional teaching, and the experimental group was given CBL combined with PAL teaching. Then the assessment results and teaching effects were evaluated, and the differences between the two groups were compared. Results: The test group scores in case analysis, thinking innovation, learning interest and team cooperation were significantly increased; the difference was statistically significant (P < 0.01). In the two aspects of operation skill and communication ability, the difference was statistically significant (P < 0.05). There is no significant difference between them in the mastery of basic theories. Conclusion: The combination of CBL and PAL in pediatric clinical teaching can effectively stimulate students’ learning initiative, enhance clinical analysis and problem-solving ability, improve clinical operation skills, and cultivate innovative thinking, so as to improve clinical teaching effect, with significant advantages.