Seminar教学法在普通外科住院医师规范化培养中的应用
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摘要
目的探讨Seminar教学法在普通外科住院医师规范化培养中的应用价值。方法将首都医科大学宣武医院普通外科接受住院医师规范化培训的35名学员(自2016年9月至2018年8月)采用Seminar教学法分为实验组即男生30人,女生5人,平均年龄(25.0±1.7)岁,均为大学本科学历,将2014年9月至2016年8月的前期住院医师采用传统教学法的35名住院医师(男生29人,女生6人,平均年龄(25.0±1.8)岁,均为大学本科学历)作为对照组采用传统教学法。采用客观结构化临床考试(OSCE)及学生满意度调查评价教学效果。结果实验组OSCE考试中病史采集和查体、病例分析、基本操作技能及辅助检查结果判读得分均高于对照组(P <0.01),学员对教学方式的满意度评分中对Seminar教学模式满意,认为通过这种教学方式激发了学习兴趣,提高了自学能力,口头表达、总结、临床思维、专业知识理解等各方面综合能力。结论 Seminar教学法有助于提高普通外科住院医师规范化培训质量。
Objective To evaluate the application of seminar teaching method in standardized training of general surgery residents. Methods 35 students received standardized training in General Surgery Department of Xuanwu Hospital,Capital Medical University from September 2016 to August 2018 were selected and divided into the experimental group and the control group by random number table method, with 35 students in each group. Seminar teaching method and the traditional teaching method were used in the experimental group and the control group respectively. Results Structured clinical examination(OSCE) and student satisfaction survey were used to evaluate teaching efficacy. Results Scores of the medical history collection and physical examination, case analysis, basic operation skills and auxiliary examination results in the OSCE examination of the experimental group were higher than those of the control group(P < 0.01). The scores of rationality in the curriculum design, the study enthusiasm, ability of clinical thinking and research have been improved and were higher than those of the control group(P < 0.01). Conclusion Seminar teaching method is helpful to improve the quality of standardized training for general surgery residents.
Objective To evaluate the application of seminar teaching method in standardized training of general surgery residents. Methods 35 students received standardized training in General Surgery Department of Xuanwu Hospital,Capital Medical University from September 2016 to August 2018 were selected and divided into the experimental group and the control group by random number table method, with 35 students in each group. Seminar teaching method and the traditional teaching method were used in the experimental group and the control group respectively. Results Structured clinical examination(OSCE) and student satisfaction survey were used to evaluate teaching efficacy. Results Scores of the medical history collection and physical examination, case analysis, basic operation skills and auxiliary examination results in the OSCE examination of the experimental group were higher than those of the control group(P < 0.01). The scores of rationality in the curriculum design, the study enthusiasm, ability of clinical thinking and research have been improved and were higher than those of the control group(P < 0.01). Conclusion Seminar teaching method is helpful to improve the quality of standardized training for general surgery residents.
引文
[1]张冬梅,周敏,吴静,等.Seminar教学法在内分泌科住院医师规范化培训中的应用[J].高校医学教学研究,2015,5(4):37-40.
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[2]Feldman M,Schubert S.Paired seminarteaching by basic medic al scientists and clinicians[J].Med Edu,2006,40(1):87.
[3]张琳琳,张莹,孟凡路.Seminar结合案例教学法在肿瘤学临床教学中的模型构建及应用[J].西北医学杂志,2014,22(6):1218-1220.
[4]何彝,李强,卓晖,等.Seminar教学法在泌尿外科临床教学中的应用[J].中华医学教育探索杂志,2013,12(3):283-285.
[5]赵桂秋,刘静,车成业,等.Seminar教学法在眼科学研究生培养环节中的应用[J].中华医学教育探索杂志,2011,10(11):1288-1290.
[6]张鹏,沈茜.Seminar教学法在临床医学八年制实验诊断学教学中的应用[J].西北医学教育,2011,19(2):404-406.
[7]郑玉英,余情,蒋莹.国产新型临床思维训练与考核系统在上海市住院医师规范化培训中的应用及效果评估[J].中国临床医学,2018,25(2):285-289.
[8]肖坤,解立新.基于临床路径的教学方法在呼吸内科住院医师规范化培训中的应用研究[J].中国当代医药,2018,25(3):170-173.
[9]丁伯平,黄帧桧,刘晓平.Seminar教学法在肿瘤药理学课程中的应用[J].2014,4(23):104-106.
[10]陈兵,黄美.美国大学Seminar教学范式的特点及启示[J].学术论坛,2009(8):193-196.
[11]方征.Seminar教学法在教育类课程中的应用研究[J].湖南科技学院学报,2007,28(7):144-145.
[12]范岚,谢海棠,张伟.Seminar教学法在遗传药理学课程中的应用研究[J].中国现代药物应用,2009,3(18):191-193.
[13]董敏,覃杨,魏涌标.Seminar教学法在临床药理学课程中的应用[J].教育理论与实践,2008,28(10):60-62.