案例教学法与情景教学法在神经心理评估教学中的效果比较
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摘要
目的比较案例教学法与情景教学法在神经心理评估教学中的应用效果。方法将2018年10月13日解放军总医院认知功能障碍临床诊治技能培训班的参会学员分为案例教学组(n=28)和情景教学组(n=28),分别采用案例教学法和情景教学法进行蒙特利尔认知评估量表(Montreal Cognitive Assessment,MoCA)北京版的应用培训,比较两组学员量表评分与标准分的一致性,以及学员对教学内容掌握、教师授课质量以及量表测评信心的自我评价。结果情景教学组学员量表评分与标准分的一致性检验结果优于案例教学组,仅"视空间执行功能"1个项目的评分与标准评分存在差异,而案例教学组学员在"视空间执行功能、注意、语言、抽象"4个项目的评分与标准评分之间存在差异。情景教学组学员的教学内容掌握及量表测评信心自评分高于案例教学组,差异具有统计学意义(P <0.05)。结论情景教学法在神经心理评估教学中的效果优于案例教学法。
Objective To compare the effect of case teaching method and situational teaching method in neuropsychological assessment teaching.Methods Students, attending the clinical skills training course of diagnosisand treatment of cognitive dysfunction arranged by the people's liberation army general hospital on October 13, 2018, were divided into case teaching group(n = 28) and situational teaching group(n = 28). Case teaching method and situational teaching method were separately used in the teaching of Beijing version of Montreal Cognitive assessment scale(Montreal Cognitive Assessm ent, MoCA). The consistency of scale score and standard score between the two groups was compared, as well as the students' self-evaluation of teaching content, teaching quality and scale confidence. Results Consistency test between students' score and standard score showed that the situation teaching group was superior to the case teaching group. There was only one difference, visual spatial executive function, between the standard score and the score of students in the situation teaching group. However, there were differences between the students' score and the standard score in the four items of "visual spatial executive function, attention, language and abstraction" in the case teaching group. The teaching content mastery and scale confidence self-score of students in the situation teaching group were significantly higher than those in the case teaching group, and the difference was statistically significant(P < 0.05). Conclusion Situational teaching method is better than case teaching method in the teaching of neuropsychological assessment.
Objective To compare the effect of case teaching method and situational teaching method in neuropsychological assessment teaching.Methods Students, attending the clinical skills training course of diagnosisand treatment of cognitive dysfunction arranged by the people's liberation army general hospital on October 13, 2018, were divided into case teaching group(n = 28) and situational teaching group(n = 28). Case teaching method and situational teaching method were separately used in the teaching of Beijing version of Montreal Cognitive assessment scale(Montreal Cognitive Assessm ent, MoCA). The consistency of scale score and standard score between the two groups was compared, as well as the students' self-evaluation of teaching content, teaching quality and scale confidence. Results Consistency test between students' score and standard score showed that the situation teaching group was superior to the case teaching group. There was only one difference, visual spatial executive function, between the standard score and the score of students in the situation teaching group. However, there were differences between the students' score and the standard score in the four items of "visual spatial executive function, attention, language and abstraction" in the case teaching group. The teaching content mastery and scale confidence self-score of students in the situation teaching group were significantly higher than those in the case teaching group, and the difference was statistically significant(P < 0.05). Conclusion Situational teaching method is better than case teaching method in the teaching of neuropsychological assessment.
引文
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[10]贾卓鹏,金林,黎耀东. PBL+情景教学法在全科医学神经外科实习教学的应用[J].中国高等医学教育,2017,9(9):95-96.
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[12]肖黎丽.模拟情景教学在神经外科规范化培训的护士带教中的运用[J].世界最新医学信息文摘,2016,16(50):211,218.
[13]祝田田,朱茉莉,李鹏.情景教学法在临床药物治疗学教学中的效果分析[J].中国继续医学教育,2019,11(2):32-34.
[14]高翔,景蓉,肖丽.脑血管疾病临床教学中情景教学法的应用[J].教育现代化,2016,3(19):207-208.
[15]郭佳莹,刘诗怡,林蔚,等.医护团队情景教学法在急诊临床教学中的应用[J].护理学杂志,2018,33(4):58-60.
[2]徐丹,孙晓川,彭彦.多元化教学模式在神经外科ICU住院医师规范化培训中的应用研究[J].中国当代医药,2018,25(18):150-152.
[3]王炜,王鲁宁.“蒙特利尔认知评估量表”在轻度认知损伤患者筛查中的应用[J].中华内科杂志,2007,46(5):414-416.
[4]王炜,刘丹丹,高中宝,等.蒙特利尔认知评估量表(中文版)在驻京军队离退休干部中界值划分的初步研究[J].中华保健医学杂志,2010,12(4):271-273.
[5]高中宝,王振福.病例分析与文献扩展结合教学法在老年神经病学教学查房中的运用[J].继续医学教育,2017,31(6):35-36.
[6]薛红. LBL联合情景教学法在神经内科教学中的探索[J].中国中医药现代远程教育,2018,16(11):18-19.
[7]李培育,金玉玲.案例教学法联合PBL在神经内科教学中的应用效果观察[J].医学信息,2018,31(7):26-27.
[8]刘文广,左建东,倪洪早,等.神经外科教学实践中运用案例教学法的分析与研究[J].中国继续医学教育,2017,9(31):11-13.
[9]姜宏佺,崔莹,周佳,等. PBGS结合案例教学法在神经科研究生临床教学中应用的评价[J].继续医学教育,2018,32(9):33-34.
[10]贾卓鹏,金林,黎耀东. PBL+情景教学法在全科医学神经外科实习教学的应用[J].中国高等医学教育,2017,9(9):95-96.
[11]于晓娟.案例结合情景模拟教学法在神经内科临床护理教学中的应用[J].世界最新医学信息文摘,2018,18(34):254,256.
[12]肖黎丽.模拟情景教学在神经外科规范化培训的护士带教中的运用[J].世界最新医学信息文摘,2016,16(50):211,218.
[13]祝田田,朱茉莉,李鹏.情景教学法在临床药物治疗学教学中的效果分析[J].中国继续医学教育,2019,11(2):32-34.
[14]高翔,景蓉,肖丽.脑血管疾病临床教学中情景教学法的应用[J].教育现代化,2016,3(19):207-208.
[15]郭佳莹,刘诗怡,林蔚,等.医护团队情景教学法在急诊临床教学中的应用[J].护理学杂志,2018,33(4):58-60.
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