Research on the dual-track teaching mode of CBL and PBL in orthopedic nursing teaching
CBL联合PBL双轨教学模式在骨科护理带教中的研究

摘要

目的 将CBL联合PBL双轨教学模式用于骨科临床带教中，对其价值进行研究。方法 选取2023年1月-2023年12月于本院实习的45例护理实习生为对照组，行传统教学模式（LBL），另选2024年1月-2024年12月于本院实习的45例护理实习生为观察组，实施CBL联合PBL教学模式，比较两组带教结果。结果 观察组括理论知识、案例分析等4项考核成绩评分较对照组高（P<0.05）；对照组病史临床思维、自主学习等5项综合能力评分较对照组高（P<0.05）；两组4项教学满意度评分相比，观察组更高（P<0.05）。结论 对在骨科进行实习的医学生而言，实施CBL联合PBL双轨教学模式既能提高其考核成绩，还能提升综合能力，获得较好教学满意度，具有推广价值。

Abstract

Objective To apply the dual-track teaching model of CBL combined with PBL in orthopedic clinical teaching and study its value.
Methods Forty-five nursing interns who interned in our hospital from January 2023 - December 2023 were selected as the control group and received the traditional teaching mode (LBL). Another 45 nursing interns who interned in our hospital from January 2024 - December 2024 were selected as the observation group and implemented the CBL combined with PBL teaching mode. The teaching results of the two groups were compared.
Results The scores of the observation group in four assessment items including theoretical knowledge and case analysis were higher than those of the control group (P<0.05). The scores of five comprehensive abilities including medical history, clinical thinking and autonomous learning in the control group were higher than those in the control group (P<0.05). Compared with the four teaching satisfaction scores of the two groups, the observation group had a higher score (P<0.05).
Conclusion   For medical students doing internships in orthopedics, implementing the dual-track teaching mode of CBL combined with PBL can not only improve their assessment scores, but also enhance their comprehensive abilities and achieve better teaching satisfaction, which has promotion value.