摘要目的:探讨基于DIKW（data-information-knowledge-wisdom）模型的案例为基础的整合教学（case-based collaborative learning，CBCL）在临床教师信息化教学能力培训中的应用效果。方法:2022年3月至8月选取天津市4所三级甲等医院的71名临床教师作为研究对象。采用随机数字表法将研究对象分为对照组35名和试验组36名。对照组采用线上线下混合式教学的培训，试验组采用基于DIKW模型的CBCL教学的培训。比较两组干预前后的理论知识考核成绩、临床教师信息化教学展示成绩和临床教师信息化教学能力得分。采用SPSS 27.0软件进行 t检验和Mann-Whitney U秩和检验。 结果:干预后，试验组临床教师的信息化教学理论知识考核成绩（83.50±3.11）及展示成绩（84.19±1.89）均高于对照组（ P<0.05）；对照组临床教师的信息化教学能力总分（74.34±4.08）及各维度得分（15.40±1.19、19.29±1.62、28.54±1.67、11.11±1.79）均高于干预前，试验组临床教师的信息化教学能力总分（83.64±5.25）及各维度得分（16.53±1.21、20.94±1.98、33.03±2.10、13.14±1.48）均高于干预前，且试验组高于对照组，差异均有统计学意义（ P<0.05）。 结论:基于DIKW模型的CBCL教学有助于提升临床教师信息化教学的综合能力。

abstractsObjective:To investigate the application effect of case-based collaborative learning (CBCL) based on data-information-knowledge-wisdom (DKIW) model in the training of the informatization teaching ability of clinical teachers.Methods:From March to August in 2022, 71 clinical teachers from four grade A tertiary hospitals in Tianjin, China, were selected as subjects and were randomly divided into control group with 35 patients and experimental group with 36 patients using a random number table. The teachers in the control group received blended teaching online and offline, and those in the experimental group received CBCL teaching based on DIKW model. The two groups were compared in terms of theoretical assessment score, informatization teaching demonstration score, and informatization teaching ability score before and after intervention. SPSS 27.0 was used for the t-test and the Mann-Whitney U rank sum test. Results:Compared with the control group after intervention, the experimental group had significantly higher scores of theoretical assessment (83.50±3.11) and informatization teaching demonstration (84.19±1.89) ( P<0.05). After intervention, the control group had significant increases in the total score of informatization teaching ability (74.34±4.08) and the scores of each dimension (15.40±1.19, 19.29±1.62, 28.54±1.67, and 11.11±1.79), and the experimental group also had significant increases in the total score of informatization teaching ability (83.64±5.25) and the scores of each dimension (16.53±1.21, 20.94±1.98, 33.03±2.10, and 13.14±1.48); the experimental group had significantly higher scores than the control group ( P<0.05). Conclusions:The CBCL teaching model based on DIKW model can help to improve the comprehensive informatization teaching ability of clinical teachers.