案例及任务驱动教学在骨科临床带教中的应用
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摘要
目的观察和分析案例教学联合任务驱动教学法在骨科临床带教中的应用效果。方法随机选取2017年3月—2018年3月我院骨科的实习生220例作为研究对象,按照随机数字表法完成分组,对照组(n=110)采用常规方法教学,观察组(n=110)采用案例教学联合任务驱动教学法教学,然后观察实习生理论知识(分)、操作技能(分)、实习表现。结果观察组实习生带教后理论知识(92.47±1.26)分、操作技能(95.56±1.89)分、实习生参与度95.45%、学习兴趣92.73%、积极性89.09%、教学方法满意度(90.47±1.78)分。对照组实习生带教后理论知识(80.12±1.73)分、操作技能(79.08±2.50)分、实习生参与度73.64%、学习兴趣71.82%、积极性59.09%、教学方法满意度(78.63±2.90)分。结论将案例教学联合任务驱动教学法应用到骨科临床带教中,能够有效增强实习生的理论知识与操作技能,且能够提高实习生的教学参与度、学习兴趣及积极性,对科室临床带教水平的提高,具有一定的促进作用。
Objective To observe and analyze the effect of case teaching combined with task-driven teaching in orthopedic clinical teaching. Methods 220 interns who were in the orthopaedic department of our hospital from March 2017 to March 2018 were randomly selected as the research objects, and the grouping was completed according to the random number table method. The control group(n=110)was given conventional methods of teaching, The observation group(n=110) was given the case teaching combined task-driven teaching method teaching, and then observes the interns' theoretical knowledge(points), operational skills(minutes), and intern participation. Results In the observation group, the score of theoretical knowledge was(92.47±1.26), operational skills was(95.56±1.89), intern participation degree was 95.45%, interest in learning was 92.73%, enthusiasm degree was 89.09, teaching method satisfaction was(90.47±1.78), while in the control group, those were(80.12 ±1.73),(79.08 ±2.50), 73.64%, 71.82% and 59.09%, respectively, teaching method satisfaction was(78.63±2.90). Conclusion The application of case teaching combined with task-driven teaching in orthopedic clinical teaching can effectively enhance the theoretical knowledge and operational skills of interns, and can also improve the teaching participation, interest and enthusiasm of interns. It can promote the improvement of clinical teaching level.
Objective To observe and analyze the effect of case teaching combined with task-driven teaching in orthopedic clinical teaching. Methods 220 interns who were in the orthopaedic department of our hospital from March 2017 to March 2018 were randomly selected as the research objects, and the grouping was completed according to the random number table method. The control group(n=110)was given conventional methods of teaching, The observation group(n=110) was given the case teaching combined task-driven teaching method teaching, and then observes the interns' theoretical knowledge(points), operational skills(minutes), and intern participation. Results In the observation group, the score of theoretical knowledge was(92.47±1.26), operational skills was(95.56±1.89), intern participation degree was 95.45%, interest in learning was 92.73%, enthusiasm degree was 89.09, teaching method satisfaction was(90.47±1.78), while in the control group, those were(80.12 ±1.73),(79.08 ±2.50), 73.64%, 71.82% and 59.09%, respectively, teaching method satisfaction was(78.63±2.90). Conclusion The application of case teaching combined with task-driven teaching in orthopedic clinical teaching can effectively enhance the theoretical knowledge and operational skills of interns, and can also improve the teaching participation, interest and enthusiasm of interns. It can promote the improvement of clinical teaching level.
引文
[1]程文丹,李子煜,于浩然,等.“标准化病人”在骨科住院医师规范化培训的教学应用及质量评估[J].实用医药杂志,2018,35(10):954-956.
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[8]韩冠生,朱勋兵,韩俊柱,等. PBL教学法结合3D打印技术在骨科临床实习带教中的应用价值[J].齐齐哈尔医学院学报,2018,39(8):954-956.
[9]马菊蓉.临床护理路径管理模式在骨科护理带教中的应用与体会[J].卫生职业教育,2018,36(3):81-82.
[10]沈红维,郭炜. PDCA循环管理方法在临床带教中的应用效果研究[J].中国高等医学教育,2017(12):114-115.
[11]沈以.问题式学习教学法联合案例分析在骨科护理带教中的应用[J].护理实践与研究,2017,14(22):134-136.
[12]苏云,孟祥俊,董新利,等.临床操作技能直接观察评估在留学生骨科带教师资培训中的效果评价[J].中国高等医学教育,2017(9):84-86.
[2]陈洪涛.案例教学联合任务驱动教学法在骨科临床带教中的应用效果[J].中西医结合心血管病电子杂志,2018,6(27):44-45.
[3]钱小莉,郁娴.微课结合案例教学法在骨科临床护理带教中的应用[J].中国卫生产业,2018,15(27):138-139,142.
[4]王亚娜,刘晓新.在骨科实习实习生带教中应用临床护理路径的效果研究[J].黑龙江医学,2018,42(9):923-924.
[5]谭桢.提高创伤骨科住院医师规范化培训临床带教教学质量的探讨[J].微创医学,2018,13(4):517-518,551.
[6]顾延庆,蒋纯志,蒋逸秋.刍论骨科临床带教及如何提高骨科临床带教医师带教能力[J].教育教学论坛,2018(23):27-28.
[7]王翀,张朋云,曹广如,等.任务驱动教学法在骨科临床实习带教中的效果观察[J].中国继续医学教育,2018,10(14):26-28.
[8]韩冠生,朱勋兵,韩俊柱,等. PBL教学法结合3D打印技术在骨科临床实习带教中的应用价值[J].齐齐哈尔医学院学报,2018,39(8):954-956.
[9]马菊蓉.临床护理路径管理模式在骨科护理带教中的应用与体会[J].卫生职业教育,2018,36(3):81-82.
[10]沈红维,郭炜. PDCA循环管理方法在临床带教中的应用效果研究[J].中国高等医学教育,2017(12):114-115.
[11]沈以.问题式学习教学法联合案例分析在骨科护理带教中的应用[J].护理实践与研究,2017,14(22):134-136.
[12]苏云,孟祥俊,董新利,等.临床操作技能直接观察评估在留学生骨科带教师资培训中的效果评价[J].中国高等医学教育,2017(9):84-86.