| 陈昆仑.人工智能辅助案例联合问题学习模式在重症急性胰腺炎临床见习教学中的效果研究[J].内科急危重症杂志,2026,32(3):274-278 |
| 人工智能辅助案例联合问题学习模式在重症急性胰腺炎临床见习教学中的效果研究 |
| Effect evaluation of problem-based learning and case-based learning teaching in severe acute pancreatitis |
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| DOI：10.11768/nkjwzzzz20260314 |
| 中文关键词: 重症急性胰腺炎 问题导向学习 案例导向学习 教学评估 |
| 英文关键词: Severe acute pancreatitis Problem- based learning Case- based learning Teaching evaluation |
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| 中文摘要: |
| 摘要 目的：探讨人工智能辅助的以案例为基础的学习（CBL）联合以问题为基础的学习（PBL）教学模式在重症急性胰腺炎（SAP）临床见习教学中的应用效果。方法：选取临床见习的学员 80 人进行随机分组，传统组40人，人工智能（AI）辅助CBL联合PBL组40人为实验组。实验组在CBL联合PBL教学基础上，引入AI技术贯穿课前、课中与课后三个阶段，包括AI数字病人生成、临床决策支持与个性化学习反馈，对教学效果进行综合评估。教学环节结束后通过理论测试结合问卷调查的方法评估两种教学方式。结果：实验组理论测试成绩显著高于对照组[（90.69±4.79）分 vs. (85.71±5.97)分，t=5.87，P<0.001]。问卷调查显示，实验组在自学能力（4.62±0.59 vs. 3.48±0.51）、团队协作（4.67±0.48 vs. 3.43±0.75）、教学满意度（4.52±0.51 vs. 3.33±0.48）等方面评分高于对照组（P均< 0.001）。结论：人工智能辅助CBL联合PBL的教学模式更能适应目前教学需要，相较于传统的教学模式，该教学模式在提高学生学习成绩的同时还能够锻炼学生的综合能力，值得在教学中推广。 |
| 英文摘要: |
| Abstract Objective: To evaluate the effectiveness of an artificial intelligence (AI)-assisted case-based learning (CBL) combined with problem-based learning (PBL) teaching model in the clinical clerkship education of severe acute pancreatitis (SAP). Methods: A total of 80 trainees undergoing clinical probation were randomly assigned to a traditional teaching group (n= 40) and an AI-assisted CBL combined with PBL group (n= 40). In the experimental group, artificial intelligence was integrated throughout the pre-class preparation, in-class clinical decision-making, and post-class personalized feedback stages, including AI-based virtual patient generation, decision support, and learning feedback. Teaching outcomes were evaluated using theoretical examinations and structured questionnaires. Results: The theoretical examination scores of the experimental group (90.69± 4.79) were significantly higher than those of the control group (85.71±5.97) (t= 5.87, P< 0.001). Questionnaire results showed that the experimental group had significantly higher scores in self-learning ability (4.62±0.59 vs . 3.48±0.51), teamwork ability (4.67±0.48 vs. 3.43±0.75), and overall teaching satisfaction (4.52±0.51 vs. 3.33± 0.48) than the traditional teaching group (all P< 0.001). Conclusions: The AI-assisted CBL combined with PBL teaching model better meets current educational needs. Compared with traditional teaching methods, the AI-assisted CBL combined with PBL teaching model not only improves students' academic performance but also enhances their comprehensive abilities, suggesting its potential value for wider application in clinical teaching. |
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