标准化病人结合CBL教学法在诊断学问诊实验教学中的应用
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摘要
目的探讨标准化病人结合CBL教学法在诊断学问诊实验教学中应用的科学性和可行性。方法将2012级本硕5+3临床医学专业学生,随机分为两组,实验组(SP+CBL教学组)32人,对照组(传统授课教学组)30人,实验组采用SP结合CBL教学法,对照组采用传统授课教学法,比较两组学生问诊技能和病史书写成绩,并采用调查问卷方式了解学生对教学方法满意度。结果 SP+CBL教学组学生的问诊技能和病史书写作业成绩明显高于传统授课教学组,绝大多数学生满意SP+CBL教学模式。结论 SP+CBL教学模式优于传统教学模式,可以提高诊断学问诊实验教学质量。
Objective To investigate the scientificity and feasibility of standardized patient combined with CBL method in experimental teaching of diagnostics inquiry. Methods The undergraduate-master medical students were randomly divided into two groups,experimental group( SP + CBL,n = 32) and control group( traditional teaching group,n= 30). Students in control group received traditional teaching method while students in experimental group received SP + CBL teaching method. Compared the scores of inquire skill and writing of medical history between experimental group and control group and sent the questionnaire to students to investigate the satisfaction about teaching method. Results The scores of inquire skill and writing of medical history in experimental group were significantly higher than those in control group. Most students were satisfied with SP +CBL teaching method. Conclusions SP + CBL teaching mode is superior to traditional teaching mode,which can improve the teaching quality of experimental diagnostics inquiry.
Objective To investigate the scientificity and feasibility of standardized patient combined with CBL method in experimental teaching of diagnostics inquiry. Methods The undergraduate-master medical students were randomly divided into two groups,experimental group( SP + CBL,n = 32) and control group( traditional teaching group,n= 30). Students in control group received traditional teaching method while students in experimental group received SP + CBL teaching method. Compared the scores of inquire skill and writing of medical history between experimental group and control group and sent the questionnaire to students to investigate the satisfaction about teaching method. Results The scores of inquire skill and writing of medical history in experimental group were significantly higher than those in control group. Most students were satisfied with SP +CBL teaching method. Conclusions SP + CBL teaching mode is superior to traditional teaching mode,which can improve the teaching quality of experimental diagnostics inquiry.
引文
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[3]李晓丹,傅强,张桦,等.现代医学教育体系下的问诊教学新思路及其目标达成[J].中国高等医学教育,2012,(9):58-59.
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[5]钟玉杰,王敏,李琴.从10年文献回顾分析我国标准化病人教学的发展.中国护理杂志,2009,44(3):259-261.
[6]Kapoor N.Teaching pathology of breast cancer to medical undergraduates by case based learning method[J].Indian J Cancer,2015,52(2):215-216.
[7]高云,徐慧颖,谢文鸿.教师标准化病人联合CBL教学法在外科急腹症护理教学中的应用[J].中国高等医学教育,2014,(7):92-93.
[2]Ali M,Han SC,Bilal HSM,et al.i CBLS:An interactive case-based learning system for medical education.Int J Med Inform.2018;109:55-69.
[3]李晓丹,傅强,张桦,等.现代医学教育体系下的问诊教学新思路及其目标达成[J].中国高等医学教育,2012,(9):58-59.
[4]吴胤歆,黄子杰.对我国临床医学教育体制改革的设想[J].医学与哲学,2009,13(11):89-91.
[5]钟玉杰,王敏,李琴.从10年文献回顾分析我国标准化病人教学的发展.中国护理杂志,2009,44(3):259-261.
[6]Kapoor N.Teaching pathology of breast cancer to medical undergraduates by case based learning method[J].Indian J Cancer,2015,52(2):215-216.
[7]高云,徐慧颖,谢文鸿.教师标准化病人联合CBL教学法在外科急腹症护理教学中的应用[J].中国高等医学教育,2014,(7):92-93.