虚拟病例联合CBL双轨式教学在肿瘤介入治疗规培教学实践中的应用研究

摘要：　目的：探究虚拟病例联合 CBL 双轨式教学模式在肿瘤介入治疗规培教学实践中的应用效果。方法：选取广西医科大学附属肿瘤医院 2024 年 7 月 —2026 年 6 月参与肿瘤介入治疗规范化培训的 60 名学员为研究对象。本院于 2025 年 7 月正式启用虚拟病例联合 CBL 双轨式教学模式。采用历史队列研究，将 2024 年 7 月 —2025 年 6 月的学员纳入对照组（n=30），2025 年 7 月 —2026 年 6 月学员纳入观察组（n=30）。对照组采用传统教学模式，观察组采用虚拟病例联合 CBL 双轨式教学模式。收集并比较两组学员的理论考核成绩、操作技能直接观察评估（DOPS）成绩、教学质量评估系统（SETQ）各维度评分及学员满意度。结果：观察组学员理论考核成绩高于对照组（P<0.05），DOPS 操作技能考核成绩优于对照组（P<0.05）。SETQ 量表评估显示，观察组在学习氛围、沟通技巧、反馈与评估、教学与组织能力 4 个维度及总分方面均显著优于对照组（P<0.05）。观察组学员满意度评分显著高于对照组（P<0.05）。结论：虚拟病例联合 CBL 双轨式教学模式可显著提升肿瘤介入治疗规培教学质量，提高学员理论知识、操作技能水平与教学满意度。

关键词：　虚拟病例；CBL 教学；肿瘤介入治疗；规范化培训；教学实践

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A Study on the Application of a Dual-Track Teaching Model Combining Virtual Cases

and CBL in the Practical Training of Interventional Oncology

Abstract: Objectives: To investigate the effectiveness of a dual-track teaching model combining virtual cases and CBL in the practical training of interventional oncology. Methods: Sixty trainees participating in the interventional oncology residency training program at Guangxi Medical University Cancer Hospital from July 2024 to June 2026 were selected as study subjects. The hospital officially implemented the dual-track teaching model combining virtual cases with CBL in July 2025. A historical cohort study was conducted, with trainees from July 2024 to June 2025 assigned to the control group (n=30) and those from July 2025 to June 2026 assigned to the observation group (n=30). The control group received traditional instruction, while the observation group underwent the dual-track teaching model combining virtual cases with CBL. Data were collected and compared between the two groups regarding theoretical exam scores, Direct Observation of Procedural Skills (DOPS) scores, scores on each dimension of the Teaching Quality Assessment System (SETQ), and trainee satisfaction. Results: Trainees in the observation group achieved significantly higher scores on theoretical exams than those in the control group (P<0.05), and their DOPS scores for procedural skills were also significantly higher (P<0.05). The SETQ assessment revealed that the observation group significantly outperformed the control group in all four dimensions—learning atmosphere, communication skills, feedback and evaluation, and teaching and organizational abilities—as well as in the total score (P<0.05). Trainee satisfaction scores in the observation group were significantly higher than those in the control group (P<0.05). Conclusions: The dual-track teaching model combining virtual cases with CBL can significantly improve the teaching quality of standardized training in interventional oncology, as well as trainees’ theoretical knowledge, procedural skills, and satisfaction.

Keywords: Virtual cases; CBL teaching; Interventional oncology; Standardized training; Teaching practice

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