案例教学法在检验科实习生带教中的应用
|
摘要
目的对案例教学法在医院检验科实习带教中的应用效果进行探讨。方法将2017和2018年在医院检验科实习的46名医学检验专业学生,随机均分为实验组和对照组,并分别采用两种不同的教学方法(传统教学法和案例教学法)进行带教。结果 95%以上学生对案例教学法给予肯定,理论测试成绩显示,实验组高于对照组,差异具有统计学意义(P <0.05)。结论开展案例教学法,不但可以使学生能理论联系实际,提高临床的实际动手能力,而且还能增强学生分析和解决问题的综合处置能力。
Objective To explore the application effect of case-based teaching method in teaching of interns in laboratory. Method In 2017 and 2018, 46 students of medical laboratory internship in the laboratory department were randomly divided into experimental group and control group and they were taught with traditional teaching methods and casebased teaching methods respectively. Results More than 95% of the students gave affirmation to the case-based teaching method. The theoretical test scores of the experimental group students were higher than those of the control group, the difference between two groups was statistically significant(P < 0.05). Conclusion The case-based teaching method can not only enable students to connect theory with practice, improve the practical ability of clinical practice, but also enhance the comprehensive ability of students to analyze and solve problems.
Objective To explore the application effect of case-based teaching method in teaching of interns in laboratory. Method In 2017 and 2018, 46 students of medical laboratory internship in the laboratory department were randomly divided into experimental group and control group and they were taught with traditional teaching methods and casebased teaching methods respectively. Results More than 95% of the students gave affirmation to the case-based teaching method. The theoretical test scores of the experimental group students were higher than those of the control group, the difference between two groups was statistically significant(P < 0.05). Conclusion The case-based teaching method can not only enable students to connect theory with practice, improve the practical ability of clinical practice, but also enhance the comprehensive ability of students to analyze and solve problems.
引文
[1]张春青,杨辉.案例教学法结合以问题为基础教学法在神经外科见习教学中的应用[J].中国医药导报,2015,12(16):99-102,107.
[2]冉青,郭琦. PBL教学法结合传统教学法在超声科临床教学中的应用体会[J].中国继续医学教育, 2017,9(2):13-14.
[3]孟存仁,时瑛,薛黎. ISO15189质量管理体系作为医学检验专业实习教学内容的探讨[J].中华医学教育探索杂志,2016,15(11):1122-1125.
[4]中华医学会呼吸病学分会.中国成人社区获得性肺炎诊断和治疗指南(2016年版)[J].中华结核和呼吸杂志,2016,39(4):253-279.
[5]王东霞,吴俊.叶酸对老年H型高血压患者同型半胱氨酸水平和动脉粥样硬化的影响[J].中华老年心脑血管病杂志,2014,16(2):205-206.
[6]陈小紫,张宇云.硝苯地平缓释片治疗慢性肾功能不全合并高血压患者的疗效[J].中国老年学杂志,2014,34(11):3144-3147.
[7]李志祥.腹腔镜胆囊切除术与小切口胆囊切除术治疗胆囊炎、胆结石的疗效比较[J].现代中西医结合杂志,2015,24(4):422-424.
[8]刘晓宇,王悦喜,袁托亚,等.临床医学案例教学法在临床教学中的应用研究[J].内蒙古医科大学学报,2017,39(S1):409-412.
[9]孙丽娜,李川,刘洋,等.易错PCR提高人源抗狂犬病毒单链抗体的亲和力[J].中华实验和临床病毒学杂志,2016,30(3):328-332.
[10]韦松,冯耀华,钟丽萍,等.生化标本检验前的质量控制[J].当代医学,2015,21(31):33-34.
[11]冯国双.统计学中P值的含义及其应用中的误解[J].中华全科医师杂志,2017,16(1):83-84.
[12]王瑾瑾,闫国立,孙春阳,等.中医类院校医学统计学PBL教学法与传统教学法的评价[J].中国中医药现代远程教育,2015,13(13):82-83.
[2]冉青,郭琦. PBL教学法结合传统教学法在超声科临床教学中的应用体会[J].中国继续医学教育, 2017,9(2):13-14.
[3]孟存仁,时瑛,薛黎. ISO15189质量管理体系作为医学检验专业实习教学内容的探讨[J].中华医学教育探索杂志,2016,15(11):1122-1125.
[4]中华医学会呼吸病学分会.中国成人社区获得性肺炎诊断和治疗指南(2016年版)[J].中华结核和呼吸杂志,2016,39(4):253-279.
[5]王东霞,吴俊.叶酸对老年H型高血压患者同型半胱氨酸水平和动脉粥样硬化的影响[J].中华老年心脑血管病杂志,2014,16(2):205-206.
[6]陈小紫,张宇云.硝苯地平缓释片治疗慢性肾功能不全合并高血压患者的疗效[J].中国老年学杂志,2014,34(11):3144-3147.
[7]李志祥.腹腔镜胆囊切除术与小切口胆囊切除术治疗胆囊炎、胆结石的疗效比较[J].现代中西医结合杂志,2015,24(4):422-424.
[8]刘晓宇,王悦喜,袁托亚,等.临床医学案例教学法在临床教学中的应用研究[J].内蒙古医科大学学报,2017,39(S1):409-412.
[9]孙丽娜,李川,刘洋,等.易错PCR提高人源抗狂犬病毒单链抗体的亲和力[J].中华实验和临床病毒学杂志,2016,30(3):328-332.
[10]韦松,冯耀华,钟丽萍,等.生化标本检验前的质量控制[J].当代医学,2015,21(31):33-34.
[11]冯国双.统计学中P值的含义及其应用中的误解[J].中华全科医师杂志,2017,16(1):83-84.
[12]王瑾瑾,闫国立,孙春阳,等.中医类院校医学统计学PBL教学法与传统教学法的评价[J].中国中医药现代远程教育,2015,13(13):82-83.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |