Sim Man 3G模拟人在心内科危重疾病教学中的应用评价
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摘要
目的 Sim Man 3G模拟人作为传统授课方法的辅助教学方法应用于心内科危重疾病的临床带教,分析探讨其应用的可行性及效果。方法将该院2015级临床本科学生100名随机分为对照组(50名)和实验组(50名),对照组使用传统教学方法,实验组在传统教学方法基础之上使用Sim Man3G模拟人法进行教学,比较两组理论考试和操作技能成绩,采用问卷调查比较学生对各种教学方法的评价。结果实验组学生理论考试、操作技能成绩、学习能力及满意度均高于对照组(P<0.05)。结论应用Sim Man 3G模拟人辅助教学能够显著提高心内科危重疾病的教学效果,有助于激发学生学习兴趣,深受学生好评,值得进一步广泛推广。
Objective Sim Man 3 G simulator is used as a supplementary teaching method of traditional teaching methods in the clinical teaching of critical diseases in cardiology, and its feasibility and effect are analyzed. Methods 100 college undergraduate students in 2015 were randomly divided into control group(50) and experimental group(50). The control group used traditional teaching methods. The experimental group used Sim Man 3 G simulation method based on traditional teaching methods, comparing the two sets of theoretical examinations and operational skills scores, using questionnaires to compare students' evaluation of various teaching methods. Results The theoretical examination, operational skill scores, learning ability and satisfaction of the experimental group were higher than those of the control group(P<0.05). Conclusion Sim Man3 G simulated human-assisted teaching can significantly improve the teaching effect of critical diseases in cardiology, and it is helpful to stimulate students' interest in learning. It is highly praised by students and worth further promotion.
Objective Sim Man 3 G simulator is used as a supplementary teaching method of traditional teaching methods in the clinical teaching of critical diseases in cardiology, and its feasibility and effect are analyzed. Methods 100 college undergraduate students in 2015 were randomly divided into control group(50) and experimental group(50). The control group used traditional teaching methods. The experimental group used Sim Man 3 G simulation method based on traditional teaching methods, comparing the two sets of theoretical examinations and operational skills scores, using questionnaires to compare students' evaluation of various teaching methods. Results The theoretical examination, operational skill scores, learning ability and satisfaction of the experimental group were higher than those of the control group(P<0.05). Conclusion Sim Man3 G simulated human-assisted teaching can significantly improve the teaching effect of critical diseases in cardiology, and it is helpful to stimulate students' interest in learning. It is highly praised by students and worth further promotion.
引文
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[8]姜冠潮.中国医学模拟教学现状与未来发展思考[J].高校医学教学研究,2017,7(1):18-22.
[2] Abdelshehid CS,Quach S,Nelson C,et al. High-fidelity simulation-based team training in urology:enaluation of technical and nontechnical skills Of urology residents during laparoscopic partial nephrectomy[J].JSurg Educ,2013,70(5):588-595.
[3]陈天平,张乃菊,胡司淦,等.联合运用标准化病人和电子模拟人在心血管科临床教学过程中的效果评价[J].淮海医药,2016,34(3)370-371.
[4]李润玖,李楠,张彧.高级智能模拟人系统在急诊临床教学中的应用.中国急救复苏与灾害医学杂志,2011,6(1):47-49.
[5]张兵.TBL结合CBL、PBL在麻醉本科临床实习中的应用研究[J].中国继续医学教育,2016,1(8):27-29.
[6]刘健,王培勇,刘晓莉,等.危重病医学教学思考[J].中国高等医学教育,2004(2):56-57.
[7] Ryoo EN,Ha EH,Cho JY.Comparison of learning effects using high-fidelity and multi-mode simulation:an application of emergency care for a patient with cardiac arrest[J].JKorean Acad Nurs,2013,43(2):185-193.
[8]姜冠潮.中国医学模拟教学现状与未来发展思考[J].高校医学教学研究,2017,7(1):18-22.