Application of CBL and PBL teaching methods in the standardized training of resident physicians for infectious diseases
CBL、PBL教学方法在传染病住院医师规范化培训中的应用

摘要

本文旨在深入研究如何通过应用CBL（案例导向学习）和PBL（问题导向学习）方法，提升传染病学规培生在面对临床挑战时的处理能力，并加强其综合思维技巧。首先，文章对当前传染病学教育中存在的问题进行了探讨，特别关注教材适配和学生直接面对疾病挑战的情况。CBL和PBL方法的实施是文章的重要议题之一。对于CBL，文中强调了通过实际案例的引导，学生能够更好地理解理论知识，并将其应用于实际场景中。而PBL方法则注重问题的提出和解决过程，促使学生主动探究并深化对知识的理解。文章详细分析了这两种方法的核心特性，强调它们在培养学生批判性思维和团队合作能力方面的益处。在文章的进一步阐述中，焦点逐渐聚集在如何在临床指导中成功应用CBL和PBL方法。教学理念的转变被认为是关键一环，教师需要从传统的知识传授者转变为引导者和激励者，激发学生自主学习的兴趣。同时，教师技能的增强也是不可或缺的，他们需要具备设计和引导学习活动的能力，以更好地适应学生的需求。教育手段的创新方面，文章提到了借助技术工具和模拟环境，为学生提供更真实、更临床化的学习体验，以培养他们在实际工作中的应变能力。综合而言，通过CBL和PBL方法的应用，传染病学教育能够更好地满足规培生的需求，使其在未来临床实践中能够更加从容面对各种挑战，提升整体素养。这需要教师在教学理念、技能和手段上的全面提升，以激发学生学习的热情，培养其创新和团队协作的能力。

Abstract

This article aims to delve into the exploration of how the application of Case-Based Learning (CBL) and Problem-Based Learning (PBL) methods can enhance the capabilities of infectious disease medical trainees in addressing clinical challenges and bolstering their comprehensive thinking skills. Initially, the paper discusses the current issues in infectious disease education, with a particular focus on the adaptation of teaching materials and the direct exposure of students to challenges posed by diseases. The implementation of CBL and PBL methods constitutes a significant focus of the article. Regarding CBL, the text emphasizes that through guided practical cases, students can better comprehend theoretical knowledge and apply it to real-life scenarios. On the other hand, PBL emphasizes the process of posing and resolving problems, encouraging students to actively explore and deepen their understanding of knowledge. The article thoroughly analyzes the core characteristics of these two methods, highlighting their benefits in fostering students' critical thinking and teamwork skills. In subsequent elaboration, the spotlight gradually shifts to how CBL and PBL methods can be successfully integrated into clinical guidance. The shift in teaching philosophy is considered a crucial aspect, requiring teachers to transition from traditional knowledge transmitters to guides and motivators, igniting students' interest in self-directed learning. Simultaneously, the enhancement of teaching skills is indispensable; teachers need to possess the ability to design and guide learning activities to better cater to students' needs. Regarding innovative educational approaches, the article mentions leveraging technological tools and simulated environments to provide students with more authentic and clinically-oriented learning experiences, cultivating their adaptability in real-world scenarios. In conclusion, through the application of CBL and PBL methods, infectious disease medical education can better meet the needs of trainees, enabling them to confidently confront various challenges in future clinical practices and enhancing their overall competence. This necessitates a comprehensive improvement in teachers' philosophies, skills, and methods to inspire students' enthusiasm for learning and cultivate their abilities in innovation and teamwork.