全科医学以CPC教学模式对学生批判性思维能力的培养研究
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摘要
目的探讨在本科生全科医学教学中"以病例为中心、问题为基础、社区为导向"课程教学模式(CPC教学模式)对学生批判性思维能力的培养。方法采用中文版本的批判思维量表(CTDI-CV)评价CPC教学模式对学生批判性思维能力的培养效果。结果教学后,CPC教学组总分高于对照组,差异有统计学意义(P<0.05);批判性思维能力中,寻求真相、系统化能力、分析能力、自信心等4个特质CPC教学组教学后评分高于教学前,差异有统计学意义(P<0.05)。对照组教学后批判性思维能力总分及各特质评分与教学前比较,差异无统计学意义(P>0.05)。结论 CPC教学模式可以提高寻求真相、系统化以及分析能力,帮助学生建立学习自信,是一种先进的教学模式.可培养全科医生批判性思维能力。
Objective To evaluate the effect of case-centered, problembased, community-oriented teaching model(CPC) in general practice on students' critical thinking ability. Methods Critical Thinking Disposition Inventory-Chinese Version(CTDI-CV) was used to evaluate the critical thinking ability of students in two groups. Results After teaching, CPC teaching group scores higher than the control group, the difference was statistically significant(P < 0.05); the ability of critical thinking, seeking truth, systematic ability, analysis ability, self-confidence of CPC teaching group was higher than that before teaching, the difference was statistically significant(P < 0.05). There was no significant difference between the score of critical thinking ability and the quality score of the control group after teaching(P > 0.05). Conclusion CPC teaching model has a significant effect on the ability of truth seeking, systematicity, analyticity and selfconfidence.It is a kind of excellent teaching mode and improve the critical thinking ability in general practice.
Objective To evaluate the effect of case-centered, problembased, community-oriented teaching model(CPC) in general practice on students' critical thinking ability. Methods Critical Thinking Disposition Inventory-Chinese Version(CTDI-CV) was used to evaluate the critical thinking ability of students in two groups. Results After teaching, CPC teaching group scores higher than the control group, the difference was statistically significant(P < 0.05); the ability of critical thinking, seeking truth, systematic ability, analysis ability, self-confidence of CPC teaching group was higher than that before teaching, the difference was statistically significant(P < 0.05). There was no significant difference between the score of critical thinking ability and the quality score of the control group after teaching(P > 0.05). Conclusion CPC teaching model has a significant effect on the ability of truth seeking, systematicity, analyticity and selfconfidence.It is a kind of excellent teaching mode and improve the critical thinking ability in general practice.
引文
[1]章利琴,张园园,陈志敏.儿科教学中批判性思维的初探[J].继续医学教育,2017,31(3):83-85.
[2]杨永丽,施建明,陈俊虎,等.PBL教学法对提高医学生批判性思维效果的研究综述[J].中国高等医学教育,2014(7):94-96.
[3]黄蕾,张旭,赵旭东.国内外医学生批判性思维研究综述[J].中华医学教育杂志,2014,34(4):638-640.
[4]王爽,张联红,齐殿君,等.医学本科生全科医学课程教学模式的理论构建研究[J].中国全科医学,2010,13(31):3488-3490.
[5]彭美慈,汪国成,陈基乐,等.批判性思维能力测量表的信效度测试研究[J].中华护理杂志,2004,39(9):644-647.
[6]杨永丽.通过人文类选修课培养医学生批判性思维的可行性分析[J].中国继续医学教育,2017,9(16):57-59.
[7]栾艳,向茜.我国医学教育中批判性思维的培养现状[J].中国高等医学教育,2016(10):24-25.
[8]谢志芳,曹未,章卫平.医学本科生批判性思维倾向性及相关因素的调查研究[J].中国高等医学教育,2014(10):31-32.
[2]杨永丽,施建明,陈俊虎,等.PBL教学法对提高医学生批判性思维效果的研究综述[J].中国高等医学教育,2014(7):94-96.
[3]黄蕾,张旭,赵旭东.国内外医学生批判性思维研究综述[J].中华医学教育杂志,2014,34(4):638-640.
[4]王爽,张联红,齐殿君,等.医学本科生全科医学课程教学模式的理论构建研究[J].中国全科医学,2010,13(31):3488-3490.
[5]彭美慈,汪国成,陈基乐,等.批判性思维能力测量表的信效度测试研究[J].中华护理杂志,2004,39(9):644-647.
[6]杨永丽.通过人文类选修课培养医学生批判性思维的可行性分析[J].中国继续医学教育,2017,9(16):57-59.
[7]栾艳,向茜.我国医学教育中批判性思维的培养现状[J].中国高等医学教育,2016(10):24-25.
[8]谢志芳,曹未,章卫平.医学本科生批判性思维倾向性及相关因素的调查研究[J].中国高等医学教育,2014(10):31-32.