Application of CBL teaching in the teaching of cardiopulmonary resuscitation for undergraduates in military university

  AIM  To explore the application effect of CBL teaching in the teaching of cardiopulmonary resuscitation for undergraduates in military universities.

  METHODS  Thirty five-year clinical medical students were selected as the research subjects and randomly divided into traditional group (15) and case group (15). The traditional group adopts traditional demonstration teaching, and the case group adopts CBL teaching. Finally, assessment and questionnaire survey are conducted to compare the teaching effects of the two groups.

  RESULTS  The theoretical scores (34.64±1.20), practical scores (53.32±2.51) and total scores (87.96±3.37) of the students in the case group were better than those in the traditional group, with statistical significance (P<0.01); The satisfaction survey from the overall evaluation of teaching methods, self-evaluation of learning effect, and learning interest and enthusiasm showed that the overall satisfaction of the case group (8.11±0.43) was significantly higher than that of the traditional group (5.13±0.39), with statistical Significance (P<0.01). CONCLUSION Using the CBL teaching method for CPR teaching effectively improves the teaching effect, helps students build confidence, improves their enthusiasm for learning, and further improves CPR ability. It also provides a reference for other practical teaching contents using the case-based teaching method.