Cultivating Critical Thinking Ability in Clinical Medical Students of Tumor Interventional Radiology through Case-Based Heuristic Teaching Method
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摘要:
目的 探讨案例启发式教学法在培养肿瘤介入临床医学生批判性思维能力的应用价值。 方法 选择2023年6月至2024年12月由微创介入医学科授课《介入放射学》的本科学生120名作为研究对象，根据交替分组法分为传统教学组（n = 60，接受传统教学法授课）和案例教学组（n = 60，接受案例启发式教学法授课）。比较两组学生批判性思维能力测量表（CTDI-CV）得分，评估两组学生对临床带教的满意度，比较两组学生的综合考试结果和课程考核通过率。 结果 案例教学组综合考核平均得分为84.43分，传统教学组为81.93分；案例教学组和传统教学组学生课程考核通过率分别为98.33%（59/60）和93.33%（56/60）。两组综合得分与课程通过率比较，差异无统计学意义（P﹥0.05）。案例教学组学生教学后寻找真相、开放思想、分析能力、系统化能力、评判自信心、求知欲、认知成熟度及总评分高于传统教学组（P < 0.05）；案例教学组学生课程满意度平均得分（14.22分）高于传统教学组（13.52分）（P < 0.05）。 结论 案例启发式教学法应用于培养肿瘤介入临床医学生的教学中能够有效提高学生的批判性思维能力，在不降低基础教学成效的前提下，能有效提高学生批判性思维能力与课程满意度，具有较高的推广应用价值。 Abstract:Objective To explore the application value of case-based heuristic teaching method in cultivating critical thinking ability among undergraduate medical students in tumor interventional radiology. A total of 120 undergraduate students enrolled in the course "Interventional Radiology" taught by the Department of Minimally Invasive Interventional Medicine from June 2023 to December 2024 were selected as research subjects. They were divided into two groups using alternating grouping method: traditional teaching group （n = 60, receiving conventional teaching method） and case-based teaching group （n = 60, receiving case-based heuristic teaching method）. Critical thinking disposition inventory （CTDI-CV） scores were compared between the two groups, satisfaction with clinical teaching was assessed, and comprehensive examination results and course pass rates were compared. Results The average comprehensive assessment score for the case-based teaching group was 84.43 points, compared to 81.93 points for the traditional teaching group. The course pass rates for students in the case-based teaching group and traditional teaching group were 98.33% （59/60） and 93.33% （56/60）, respectively. No statistically significant differences were found between the two groups in comprehensive scores and course pass rates （P > 0.05）. After instruction, students in the case-based teaching group demonstrated significantly higher scores in truth-seeking, open-mindedness, analytical ability, systematicity, evaluative confidence, inquisitiveness, cognitive maturity, and overall critical thinking scores compared to the traditional teaching group （P < 0.05）. The average course satisfaction score for the case-based teaching group （14.22 points） was significantly higher than that of the traditional teaching group （13.52 points） （P < 0.05）. Conclusion The application of case-based heuristic teaching method in the instruction of undergraduate medical students in tumor interventional radiology can effectively enhance students' critical thinking ability. While maintaining the effectiveness of foundational teaching, this method can effectively improve students' critical thinking ability and course satisfaction, demonstrating high value for promotion and application. -
表 1 两组学生的综合考核得分比较 [分，（$\bar x \pm s $）]
Table 1. Comparison of comprehensive assessment scores between the two groups [points，（$\bar x \pm s $）]
案例教学组 传统教学组 t P 综合考核得分 84.43 ± 7.058 81.93 ± 10.460 1.535 0.128 
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表 2 两组学生的课程通过率比较 [n（%）]
Table 2. Comparison of course pass rates between the two groups [n（%）]
组别 n 课程通过情况 χ2 P 通过 不通过 案例教学组 60 59（98.33） 1（1.7） 0.835 0.171 传统教学组 60 56（93.33） 4（6.7）
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表 3 两组学生对课程满意度的比较 [分，Q2（Q1，Q3）]
Table 3. Comparison of course satisfaction between the two groups[points，Q2（Q1，Q3）]
类别 案例教学组 传统教学组 Z P 课程结构逻辑性 3（3～3） 3（2～3） −2.533 0.011* 内容与临床需求匹配度 3（3～3） 3（3～3） −0.525 0.600 介入技术的前沿性覆盖 3（3～3） 3（2～3） −3.146 0.002* 理论知识与实践结合度 3（3～3） 3（3～3） −0.151 0.880 课程难以适应性 3（3～3） 3（2～3） −1.700 0.089 总满意度得分 15（14～15） 14（13～14.75） −3.469 <0.001* *P < 0.05。
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表 4 两组学生的CTDI-CV评分比较 （分，$\bar x \pm s $）
Table 4. Comparison of CTDI-CV scores between the two groups（points，$\bar x \pm s $）
维度 组别 案例教学组 传统教学组 t P 寻找真相 教学前 42.27 ± 6.984 41.58 ± 6.193 0.567 0.572 教学后 45.53 ± 5.809 42.28 ± 6.217 2.959 0.004* t −2.836 −1.562 P 0.006* 0.124 开放思想 教学前 41.43 ± 8.171 40.73 ± 7.539 0.488 0.627 教学后 45.23 ± 5.391 41.67 ± 7.808 2.912 0.004* t −2.917 −3.729 P 0.005* <0.001* 分析能力 教学前 40.87 ± 6.182 40.70 ± 5.9475 0.150 0.881 教学后 43.72 ± 5.009 40.53 ± 5.601 3.282 0.001* t −2.804 0.588 P 0.007* 0.559 系统化能力 教学前 40.42 ± 5.276 40.85 ± 5.132 −0.456 0.649 教学后 45.15 ± 5.004 40.80 ± 4.293 5.110 <0.001* t −4.564 0.114 P <0.001* 0.910 评判自信 教学前 41.93 ± 6.470 41.50 ± 6.275 0.372 0.710 教学后 44.65 ± 5.960 41.43 ± 6.099 2.922 0.004* t −2.373 0.000 P 0.021* 1.000 求知欲 教学前 41.92 ± 4.989 41.75 ± 4835 0.186 0.853 教学后 43.35 ± 4.554 42.82 ± 4.257 3.148 0.002* t −3.848 −3.642 P <0.01* <0.001* 认知成熟度 教学前 41.38 ± 5.811 41.43 ± 5.604 −0.048 0.962 教学后 44.45 ± 4.156 41.97 ± 5.666 2.738 0.007* t −3.107 −3.098 P 0.003* 0.03* 总评分 教学前 290.22 ± 32.170 288.55 ± 29.920 0.294 0.769 教学后 314.08 ± 25.186 291.50 ± 27.334 4.706 <0.001* t −4.257 −2.769 P <0.001* 0.008* *P < 0.05。
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