Application of CBL teaching method combined with PDCA cycle management in clinical blood transfusion practice teaching

doi:10.3877/cma.j.issn.2095-5820.2022.01.010

Abstract

Abstract:

Objective

To evaluate the effect of Case-based Learning (CBL) combined with PDCA circulation management in clinical blood transfusion practice teaching.

Methods

A total of 56 undergraduate students who were practiced in the department of blood transfusion in this hospital from May 2019 to May 2021, were selected and randomly divided into control group (lecture based Learning, LBL, n=27) and experimental group (CBL combined with PDCA cycle management model, n=29). The internship results of the two groups were compared, and an evaluation survey of teaching effects was conducted.

Results

The CBL combined with PDCA group was superior to the control group in terms of the evaluation score and the ability of raise and solve problems, clinical communication skills and teamwork ability, and the teaching satisfaction (P＜0.05).

Conclusion

Compared with the traditional clinical teaching, CBL combined with PDCA circulation management can efficiently improve the learning efficiency of interns, optimize the quality of clinical teaching and adapt to the development requirements of clinical blood transfusion.

Key words: Case-based Learning, PDCA cycle, Transfusion medicine, Clinical teaching

Yuhua Lyu, yan Chao, Houquan Zhou, Sijing Liu, Zemin Wan, Yanjun Lu, Haibiao Lin. Application of CBL teaching method combined with PDCA cycle management in clinical blood transfusion practice teaching[J]. Chinese Journal of Clinical Laboratory Management(Electronic Edition), 2022, 10(01): 55-58.

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References 30

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项目	理论成绩	实践操作考核成绩
对照组	84.3±5.2	81.0±5.3
实验组	90.2±4.0	88.6±4.2
t值	4.779	6.204
P值	0.000	0.000

项目	理论成绩	实践操作考核成绩
对照组	84.3±5.2	81.0±5.3
实验组	90.2±4.0	88.6±4.2
t值	4.779	6.204
P值	0.000	0.000

项目	对照组	实验组	χ²值	P值
提高学习兴趣	20（74.1）	27（93.1）	3.754	0.053
提高动手能力	23（85.2）	28（96.6）	2.222	0.136
促进理论知识理解	22（81.5）	27（93.1）	1.727	0.189
提高提出及解决问题的能力	18（66.7）	28（96.6）	8.513	0.004
提高临床沟通能力	15（55.6）	26（90.0）	8.290	0.004
提高团队合作能力	19（70.4）	28（96.6）	7.106	0.007
教学满意度	22（81.5）	29（100.0）	5.897	0.015

项目	对照组	实验组	χ²值	P值
提高学习兴趣	20（74.1）	27（93.1）	3.754	0.053
提高动手能力	23（85.2）	28（96.6）	2.222	0.136
促进理论知识理解	22（81.5）	27（93.1）	1.727	0.189
提高提出及解决问题的能力	18（66.7）	28（96.6）	8.513	0.004
提高临床沟通能力	15（55.6）	26（90.0）	8.290	0.004
提高团队合作能力	19（70.4）	28（96.6）	7.106	0.007
教学满意度	22（81.5）	29（100.0）	5.897	0.015

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