手外科循证实践与临床互动教学平台建设
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摘要
目的:探讨提高医学生学习兴趣、培养医学生临床和循证医学思维的教学平台建设。方法:根据教学过程中是否结合平台教学将医学生分为传统教学组和传统教学结合平台教学组。教学结束后,教师调查学生学习感受和测试学生知识掌握情况,观察教学效果。结果:结合手外科循证实践与临床互动教学平台教学组的学生满意度和测试成绩均优于传统教学组(P<0.05),大多数学生认为传统教学结合平台教学可激发学习兴趣,有助于掌握知识和提高自学能力,有助于培养循证医学思维和临床问题解决能力,增强临床工作自信心。结论:手外科循证实践与临床互动平台建设可以实现建构主义和循证医学相结合的学习模式,为医学生提供了一条有效的学习途径。
Objective To study the building of teaching platform for improving the learning interests in medical undergraduates and training their clinical and evidence-based thinking.Methods The medical undergraduates were divided into traditional teaching group and combined traditional and platform teaching group according to whether platform teaching was combined during the teaching. The teaching results were observed by investigating their learning perceptibility and testing their knowledge mastering after the teaching was ended.Results The satisfactory degree was higher and the examination results were better in combined traditional and platform teaching group than in traditional teaching group( P < 0. 05). The majority of medical undergraduates held that combined traditional and platform teaching could stimulate their learning interests,help them to master knowledge, improve their learning performance,train their EBM thinking and their ability to solve clinical problems,and strengthen their confidence in clinical work.Conclusion Building of interactive teaching platform for evidence-based practical and clinical hand surgery can be used to establish the learning model of combined constructivism and EBM,which can provide a new and effective learning pathway for medical undergraduates.
Objective To study the building of teaching platform for improving the learning interests in medical undergraduates and training their clinical and evidence-based thinking.Methods The medical undergraduates were divided into traditional teaching group and combined traditional and platform teaching group according to whether platform teaching was combined during the teaching. The teaching results were observed by investigating their learning perceptibility and testing their knowledge mastering after the teaching was ended.Results The satisfactory degree was higher and the examination results were better in combined traditional and platform teaching group than in traditional teaching group( P < 0. 05). The majority of medical undergraduates held that combined traditional and platform teaching could stimulate their learning interests,help them to master knowledge, improve their learning performance,train their EBM thinking and their ability to solve clinical problems,and strengthen their confidence in clinical work.Conclusion Building of interactive teaching platform for evidence-based practical and clinical hand surgery can be used to establish the learning model of combined constructivism and EBM,which can provide a new and effective learning pathway for medical undergraduates.
引文
[1]陈亚兰,蒋葵,吴辉群,等.高校临床实验网络化仿真教学平台构建[J].医学信息学杂志,2016,37(1):46-48.
[2]李瑞敏.外科实验教学网络平台构建研究[J].中国教育技术装备,2016,381(3):21-22.
[3]陈亚兰,耿劲松,范红,等.基于Web的医学信息学专业实践型仿真教学平台建设[J].中国中医药图书情报杂志,2016,40(1):59-61.
[4]陈亚兰,张远鹏,蒋金燕,等.我国医护人员信息素养继续教育网站的建设现状研究[J].科技信息,2014,35(4):81.
[5]李雁,马锋,王铮,等.构建现代外科技能训练平台医工协同模式培养卓越医生[J].西北医学教育,2016,24(5):704-706.
[6]王德林,潘永全,谭毅.建立外科技术培训平台的必要性与意义[J].医学教育探索,2007,6(3):239-241.
[7]Chen Y,Lin Y,Yuan X,et al.LIMS and clinical data management[J].Adv Exp Med Biol,2016,939:225-239.
[8]陈晓炜,施李丽,陆嘉豪,等.我国高校教职工高血压流行病学研究的Meta分析[J].中华医学图书情报杂志,2017,26(9):60-63.
[9]李婷婷,周光帅,陈侃侃,等.苏北三甲医院临床医生对循证医学的了解和实践现状[J].中华医学图书情报杂志,2013,22(1):9-12.
[10]郑毓信,梁贯成.认知科学、建构主义与数学教育[M].上海:上海教育出版社,1998:137-196.
[11]Sackett D L,Rosenberg W M,Gray J A,et al.Evidence based medicine:what it is and what it isn't[J].BMJ,1996,312(7023):71-72.
[12]Stiller K.It's not the evidence,it's the way you use it:is clinical practice being tyrannised by evidence?My experience with the PBAC and evidence-based practice[J].Aust Health Rev,2008,32(2):204-207.
[13]侯春林.从事显微外科工作35年回顾:学习、继承、发展和创新[J].中华显微外科杂志,2011,34(1):9-10.
[14]曾炳芳.缅怀先驱催人奋进,师承前辈任重道远[J].中华显微外科杂志,2011,34(1):3-5.
[15]Zhou X,Li X R,Qing J,et al.Outcomes of the six-strand M-Tang repair for zone 2 primary flexor tendon repair in 54 fingers[J].JHand Surg Eur,2017,42(5):462-468.
[16]Wang G,Xie R,Mao T,et al.Treatment of AC dislocation by reconstructing CC and AC ligaments with allogenic tendons compared with hook plates[J].J Orthop Surg Res.2018,13(1):175.
[2]李瑞敏.外科实验教学网络平台构建研究[J].中国教育技术装备,2016,381(3):21-22.
[3]陈亚兰,耿劲松,范红,等.基于Web的医学信息学专业实践型仿真教学平台建设[J].中国中医药图书情报杂志,2016,40(1):59-61.
[4]陈亚兰,张远鹏,蒋金燕,等.我国医护人员信息素养继续教育网站的建设现状研究[J].科技信息,2014,35(4):81.
[5]李雁,马锋,王铮,等.构建现代外科技能训练平台医工协同模式培养卓越医生[J].西北医学教育,2016,24(5):704-706.
[6]王德林,潘永全,谭毅.建立外科技术培训平台的必要性与意义[J].医学教育探索,2007,6(3):239-241.
[7]Chen Y,Lin Y,Yuan X,et al.LIMS and clinical data management[J].Adv Exp Med Biol,2016,939:225-239.
[8]陈晓炜,施李丽,陆嘉豪,等.我国高校教职工高血压流行病学研究的Meta分析[J].中华医学图书情报杂志,2017,26(9):60-63.
[9]李婷婷,周光帅,陈侃侃,等.苏北三甲医院临床医生对循证医学的了解和实践现状[J].中华医学图书情报杂志,2013,22(1):9-12.
[10]郑毓信,梁贯成.认知科学、建构主义与数学教育[M].上海:上海教育出版社,1998:137-196.
[11]Sackett D L,Rosenberg W M,Gray J A,et al.Evidence based medicine:what it is and what it isn't[J].BMJ,1996,312(7023):71-72.
[12]Stiller K.It's not the evidence,it's the way you use it:is clinical practice being tyrannised by evidence?My experience with the PBAC and evidence-based practice[J].Aust Health Rev,2008,32(2):204-207.
[13]侯春林.从事显微外科工作35年回顾:学习、继承、发展和创新[J].中华显微外科杂志,2011,34(1):9-10.
[14]曾炳芳.缅怀先驱催人奋进,师承前辈任重道远[J].中华显微外科杂志,2011,34(1):3-5.
[15]Zhou X,Li X R,Qing J,et al.Outcomes of the six-strand M-Tang repair for zone 2 primary flexor tendon repair in 54 fingers[J].JHand Surg Eur,2017,42(5):462-468.
[16]Wang G,Xie R,Mao T,et al.Treatment of AC dislocation by reconstructing CC and AC ligaments with allogenic tendons compared with hook plates[J].J Orthop Surg Res.2018,13(1):175.