计算机交互式模拟人在产科教学中的应用方法
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摘要
为适应新时代医学技术的迅速发展,计算机交互式分娩模拟系统逐渐登陆中国医学教育的舞台。计算机交互式分娩模拟系统可以更好的模拟真实的各种场景,解决了产科教学目前操作机会少、风险大、教学资源有限等问题,但对教学老师教学方法的应用、医生临床操作、判断以及应变能力的要求更高。如何更好的使用计算机交互式分娩模拟系统进行产科临床教学,成为亟待探讨的问题。计算机交互式分娩模拟系统联合PBL、CBL和TBL等多种教学法,可以巩固所学知识,培养学生正确的临床思维、临床胜任力、终身学习能力,增强人文关怀意识,帮助学生成为高素质的医学人才。
To meet fast development of new era medical technology,computer interactive delivery simulation system has stepped on the stage of Chinese medical education gradually. Computer interactive simulation system of childbirth can better solve the problem of obstetrical teaching.Currently, the main problem of the obstetrical teaching is that the smaller operation opportunity, the limited teaching resources and high risk while there is higher requirement of doctor's clinical practice, judgment, and strain ability. Although various kinds of actual scenes can be better simulated, it also means higher requirements for the application of teaching methods. However, how to carry out better obstetrics clinical teaching with computer interactive delivery simulation system still remains a question to be discussed. Computer interactive delivery simulation system, combining various teaching methods such as PBL, CBL and TBL, could consolidate the knowledge, cultivate correct clinical thinking, clinical competency and lifelong learning ability of the students, and could also enhance their humanistic concerns and help them become highly qualified medical talented persons.
To meet fast development of new era medical technology,computer interactive delivery simulation system has stepped on the stage of Chinese medical education gradually. Computer interactive simulation system of childbirth can better solve the problem of obstetrical teaching.Currently, the main problem of the obstetrical teaching is that the smaller operation opportunity, the limited teaching resources and high risk while there is higher requirement of doctor's clinical practice, judgment, and strain ability. Although various kinds of actual scenes can be better simulated, it also means higher requirements for the application of teaching methods. However, how to carry out better obstetrics clinical teaching with computer interactive delivery simulation system still remains a question to be discussed. Computer interactive delivery simulation system, combining various teaching methods such as PBL, CBL and TBL, could consolidate the knowledge, cultivate correct clinical thinking, clinical competency and lifelong learning ability of the students, and could also enhance their humanistic concerns and help them become highly qualified medical talented persons.
引文
[1]马杰,徐新娟,王沁.基于Simman3G高端模拟人的情景模拟教学效果评价[J].新疆医科大学学报, 2016, 39(8):1075-1077.
[2]吴向莉,李远珍. SimMOM高级妇产模拟人在《妇产科护理学》助产方向实验教学中的应用[J].长江大学学报(自科版),2018,15(16):89-91.
[3]危玲,陈奕.模拟教学在产科住院医师规范化培训中的应用[J].中国病案,2018,19(7):71-73.
[4]刘静馨.高端仿真模拟教学系统在护理教学中的应用现状[J].卫生职业教育,2015,33(16):71-72.
[5]张安,高立.西方高等医学教育对我国医学教育教学改革的影响[J].济宁医学院学报,2018,41(1):33-36.
[6]袁同慧,黄莎,胡翠环.新型教学法在中等职业院校教师培训中的应用评价[J].循证护理,2017,3(4):365-367.
[7]赵晨.医院医保管理工作的实践探讨[J].新经济,2016(7):145.
[8]侯红瑛.运用SimMom模拟人实施PBL教学的体会[J].中华产科急救电子杂志, 2016,5(4):229-231.
[9]方媛.智能模拟人、情景模拟和PBL模式相结合在医学生培训教学中的应用[J].高教学刊,2018(3):101-102,105.
[10]宋欣燕.浅谈模拟教学在产科的应用[J].现代职业教育,2016(9):20-21.
[11]郭淑芳,边红艳,史娟,等. PBL-情境-高级模拟实践教学法在脑出血护理教学中的应用[J].延安大学学报(医学科学版),2018,16(3):105-107,110.
[12]Vora MB,Shah CJ. Case-based learning in pharmacology:Moving from teaching to learning[J]. Int J Appl Basic Med Res,2015,5(Suppl1):S21-S23.
[13]商薇薇,黄素芳. CBL结合情景模拟在急诊科低年护士培训与考核中的应用[J].实用临床护理学电子杂志, 2017,2(49):204,206.
[14]董巧稚,谭超,王宗华,等. CBL教学法结合高仿真计算机模拟人在心脏体格检查教学中的应用[J].中国病案, 2017,18(3):94-96.
[15]罗颖嘉,马丽萍,张世能,等. TBL用于见习阶段临床思维培养的实践[J].西北医学教育,2015,23(1):196-199.
[16]陈姗,朱明亚,雷璇,等. TBL联合情境模拟教学法在《急危重症护理学》中的应用[J].护理实践与研究, 2016, 13(22):124-126.
[17]郑梓煜,黄应雄,廖谨莉,等. TBL教学法结合高端模拟系统在心肺复苏临床见习教学中的应用[J].医学教育研究与实践,2017, 25(6):940-943.
[18]吴雪影,张臻,田丽,等. TBL结合情景模拟急救演练在急诊临床护理教学中的应用[J].中西医结合心血管病杂志,2016,4(30):126-127.
[19]田朝伟,李敏,叶显智,等.高端模拟人结合团队模拟教学在急诊医学临床教学中的运用[J].岭南急诊医学杂志, 2016, 21(3):270-271.
[20]李媛华,孙亮,邵建林,等. CBL、PBL、SBME结合应用于《临床麻醉技能群》教学的研究[J].继续医学教育, 2017, 31(10):45-47.
[2]吴向莉,李远珍. SimMOM高级妇产模拟人在《妇产科护理学》助产方向实验教学中的应用[J].长江大学学报(自科版),2018,15(16):89-91.
[3]危玲,陈奕.模拟教学在产科住院医师规范化培训中的应用[J].中国病案,2018,19(7):71-73.
[4]刘静馨.高端仿真模拟教学系统在护理教学中的应用现状[J].卫生职业教育,2015,33(16):71-72.
[5]张安,高立.西方高等医学教育对我国医学教育教学改革的影响[J].济宁医学院学报,2018,41(1):33-36.
[6]袁同慧,黄莎,胡翠环.新型教学法在中等职业院校教师培训中的应用评价[J].循证护理,2017,3(4):365-367.
[7]赵晨.医院医保管理工作的实践探讨[J].新经济,2016(7):145.
[8]侯红瑛.运用SimMom模拟人实施PBL教学的体会[J].中华产科急救电子杂志, 2016,5(4):229-231.
[9]方媛.智能模拟人、情景模拟和PBL模式相结合在医学生培训教学中的应用[J].高教学刊,2018(3):101-102,105.
[10]宋欣燕.浅谈模拟教学在产科的应用[J].现代职业教育,2016(9):20-21.
[11]郭淑芳,边红艳,史娟,等. PBL-情境-高级模拟实践教学法在脑出血护理教学中的应用[J].延安大学学报(医学科学版),2018,16(3):105-107,110.
[12]Vora MB,Shah CJ. Case-based learning in pharmacology:Moving from teaching to learning[J]. Int J Appl Basic Med Res,2015,5(Suppl1):S21-S23.
[13]商薇薇,黄素芳. CBL结合情景模拟在急诊科低年护士培训与考核中的应用[J].实用临床护理学电子杂志, 2017,2(49):204,206.
[14]董巧稚,谭超,王宗华,等. CBL教学法结合高仿真计算机模拟人在心脏体格检查教学中的应用[J].中国病案, 2017,18(3):94-96.
[15]罗颖嘉,马丽萍,张世能,等. TBL用于见习阶段临床思维培养的实践[J].西北医学教育,2015,23(1):196-199.
[16]陈姗,朱明亚,雷璇,等. TBL联合情境模拟教学法在《急危重症护理学》中的应用[J].护理实践与研究, 2016, 13(22):124-126.
[17]郑梓煜,黄应雄,廖谨莉,等. TBL教学法结合高端模拟系统在心肺复苏临床见习教学中的应用[J].医学教育研究与实践,2017, 25(6):940-943.
[18]吴雪影,张臻,田丽,等. TBL结合情景模拟急救演练在急诊临床护理教学中的应用[J].中西医结合心血管病杂志,2016,4(30):126-127.
[19]田朝伟,李敏,叶显智,等.高端模拟人结合团队模拟教学在急诊医学临床教学中的运用[J].岭南急诊医学杂志, 2016, 21(3):270-271.
[20]李媛华,孙亮,邵建林,等. CBL、PBL、SBME结合应用于《临床麻醉技能群》教学的研究[J].继续医学教育, 2017, 31(10):45-47.