将多学科病例分析应用于内科见习的改革探索
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摘要
目的探讨病例讨论式临床见习的教学方法在本科生内科学教学中的应用效果。方法选择广东药科大学2014级全日制五年制临床医学专业本科特色班学生60人,随机分成2组,每组30人,采用多学科病例分析方法和传统的教学方法进行内科学教学效果比较。结果实验组理论成绩(84.19±18.32)分与对照组(77.87±23.56)分相比,差异有统计学意义(P<0.05);两组学生在回答临床实践问题的准确性和对老师教学方式的满意程度方面,实验组明显高于对照组,差异有统计学意义(P<0.05)。结论应用病例讨论式临床见习的教学方法可以激发学生学习内科学的兴趣,巩固其理论知识,并锻炼其临床实践能力,提高内科学课程的教学质量。
Objective To study the effect of case-based clinical practice teaching methods in undergraduate students' internal medicine teaching. Methods 60 students of 2014 grade in Guangdong Pharmaceutical University were divided into two groups:test group(n=30)in case-based clinical practice teaching methods and control group(n=30)in traditional clinical practice teaching methods. Results The theoretical scores of the test group(84.19±18.32)were significantly different from the control group(77.87±23.56)(P<0.05);the differences between two groups in answering clinical practice questions were statistically significant(P<0.05);The satisfaction of tutors in the two groups was statistically significant(P<0.05). Conclusions The case discussion clinical teaching method can stimulate students' interest in learning internal medicine,consolidate their theoretical knowledge and exercise their clinical practice ability to improve the teaching quality of undergraduate internal medicine course.
Objective To study the effect of case-based clinical practice teaching methods in undergraduate students' internal medicine teaching. Methods 60 students of 2014 grade in Guangdong Pharmaceutical University were divided into two groups:test group(n=30)in case-based clinical practice teaching methods and control group(n=30)in traditional clinical practice teaching methods. Results The theoretical scores of the test group(84.19±18.32)were significantly different from the control group(77.87±23.56)(P<0.05);the differences between two groups in answering clinical practice questions were statistically significant(P<0.05);The satisfaction of tutors in the two groups was statistically significant(P<0.05). Conclusions The case discussion clinical teaching method can stimulate students' interest in learning internal medicine,consolidate their theoretical knowledge and exercise their clinical practice ability to improve the teaching quality of undergraduate internal medicine course.
引文
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[5]刘桂清,王秀清,郭威,等.构建多元化内科学实践教学模式的实践与研究[J].高校医学教学研究(电子版),2016,6(4):18-20.
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[2]吉阳涛,康辉,张丽霞. PBL教学模式在实验诊断教学中的应用探讨[J].中国实验诊断学,2008,12(3):422-425.
[3]KREITZER M J,SIERPINA V,FLEISHMAN S. Teaching research literacy:a model faculty development program at Oregon College of Oriental Medicine[J]. Explore(NY),2010,6(2):112-114.
[4]赵平,常培叶,刘喜.临床案例分析在心内科教学中的应用[J].疾病监测与控制,2014,8(4):226-227.
[5]刘桂清,王秀清,郭威,等.构建多元化内科学实践教学模式的实践与研究[J].高校医学教学研究(电子版),2016,6(4):18-20.
[6]HALE J F,CAHAN M A,ZANETTI M L. Integration of basic clinical skills training in medical education:an interprofessional simulated teaching experience[J].Teach Learn Med,2011,23(3):278-284.
[7]NOTHNAGLE M,ANANDARAJAH G,GOLDMAN R E,et al. Struggling to beself-directed:residents’ paradoxical beliefs about learning[J].Acad Med,2011,86(12):1539-1544.