课堂实践测评法在诊断学体格检查中的应用效果

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英文篇名：The Application Effect of Classroom Practice Evaluation Method in Diagnostic Physical Examination 作者：李嘉静 ; 胡敏 ; 陈丽 英文作者：LI Jia-jing;HU Min;CHEN Li;Department of Internal Medicine/Laboratory of Diagnostics,Affiliated Hospital of Zunyi Medical University; 关键词：课堂实践测评法 ; 诊断学 ; 体格检查 英文关键词：Classroom practice assessment method;;Diagnostics;;Physical examination 中文刊名：YXXX 英文刊名：Medical Information 机构：遵义医科大学附属医院内科教研室/诊断学实验室; 出版日期：2019-05-01 出版单位：医学信息 年：2019 期：v.32;No.488 基金：遵义医科大学第一临床学院教改项目(编号:2018025) 语种：中文; 页：YXXX201909002 页数：2 CN：09 ISSN：61-1278/R 分类号：13-14

摘要

目的探讨课堂实践测评法在诊断学体格检查中的应用效果。方法选取2018年9月1～2018年12月31日遵义医科大学2017级临床医学专业学生158人作为研究对象,随机分为实验组80人和对照组78人。实验组采用课堂实践测评法进行诊断学体格检查的授课,对照组采用传统教学模式进行授课,通过一般检查、头部与颈部检查、胸部检查、心脏检查、腹部检查、脊柱四肢及神经系统检查6大部分体格检查技能考核进行课程评价。结果实验组一般检查、头部与颈部检查、胸部检查、心脏检查、腹部检查、脊柱四肢及神经系统检六大部分体格检查技能考核成绩高于对照组[(91.52±10.21)分vs(80.03±9.82)分、(92.07±10.73)分vs(80.56±11.09)分、(86.49±8.35)分vs(75.27±9.88)分、(87.14±8.78)分vs(74.49±8.97)分、(88.09±9.23)分vs (77.04±10.13)分、(85.41±11.37)分vs(72.76±8.45)],差异有统计学意义(P<0.05)。结论课堂实践测评法是一种比较精准的教学方法,能明显提高教学效果及学生成绩。
        Objective To explore the application effect of classroom practice evaluation method in diagnostic physical examination. Methods 2017 clinical medical students of Zunyi Medical University from September 1, 2018 to December 31, 2018 were randomly divided into experimental group(80 cases) and control group(78 cases).The experimental group used the classroom practice assessment method to teach the diagnostic physical examination.The control group used the traditional teaching mode to teach, through general examination, head and neck examination, chest examination, cardiac examination, abdominal examination, spinal limbs and nervous system examination. Six major physical examination skills assessments were conducted for course evaluation. Results In the experimental group, the general examination, head and neck examination, chest examination, cardiac examination, abdominal examination, spine limbs and nervous system examination were more advanced than the control group[(91.52±10.21) score vs(80.03 ±9.82) score,(92.07±10.73) score vs(80.56±11.09) score,(86.49±8.35) score vs(75.27±9.88) score,(87.14±8.78) score vs(74.49±8.97) score,(88.09 ±9.23) score vs(77.04 ±10.13) score,(85.41 ±11.37) score vs(72.76 ±8.45) score], the difference was statistically significant(P<0.05). Conclusion The classroom practice assessment method is a relatively accurate teaching method, which can significantly improve the teaching effect and student achievement.

引文

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