标准化病人与远程问诊整合的教学模式在本科生内科学理论课PBL课程中的创新性使用
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摘要
目的标准化病人与远程问诊相整合的教学模式在本科生内科学理论课PBL课程中的应用。方法将接受内科学理论课PBL课程的临床医学本科生133人按照班级分为4组,每组32~34名学生,分别接受标准化病人与远程问诊整合的PBL教学法及传统PBL教学法授课。评估两组不同教学方法的教学效果。结果实验组学生的客观成绩、学生及任课教师主观评估3部分均优于对照组,差异具有统计学意义(P<0.05)。结论标准化病人与远程问诊相整合的教学模式具有激发学生学习兴趣及主观能动性,提高成绩的优势,其在本科生内科学理论课PBL课程授课过程中的效果优于传统教学方法。
Objective To explore the integrated application effect of standardized patients and telemedicine in PBL theoretical course of undergraduate internal medicine.Methods A total of 133 students were divided into experimental group and control group in accordance with the classes,each group with a total of 32~34 students.The experimental group used the integrated application of standardized patients and telemedicine in PBL theoretical course,the control group used traditional PBL methods,to evaluate the teaching effects between two different teaching methods.Results The objective scores of undergraduate internal students in experimental group,students and teachers' subjective evaluation of the 3 parts were better than the control group,the difference was statistically significant(P<0.05).Conclusion The integrated application effect of standardized patients and telemedicine in PBL theoretical course,can stimulate students' interest and initiative,to improve the performance advantage.It is better than the traditional teaching method in the theoretical course of undergraduate internal medicine.
Objective To explore the integrated application effect of standardized patients and telemedicine in PBL theoretical course of undergraduate internal medicine.Methods A total of 133 students were divided into experimental group and control group in accordance with the classes,each group with a total of 32~34 students.The experimental group used the integrated application of standardized patients and telemedicine in PBL theoretical course,the control group used traditional PBL methods,to evaluate the teaching effects between two different teaching methods.Results The objective scores of undergraduate internal students in experimental group,students and teachers' subjective evaluation of the 3 parts were better than the control group,the difference was statistically significant(P<0.05).Conclusion The integrated application effect of standardized patients and telemedicine in PBL theoretical course,can stimulate students' interest and initiative,to improve the performance advantage.It is better than the traditional teaching method in the theoretical course of undergraduate internal medicine.
引文
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[2]ARNAOUTAKIS K,ANDERS M,BERRY K.Simulating Four Essential Conversations with Hematology/Oncology Trainees:a Qualitative Evaluation[J].J Cancer Educ,2016,31(1):55-62.
[3]王长楠,李密,高路.微信及其衍生功能在生理学教学中的应用[J].基础医学教育,2017,19(3):227-230.
[4]VAN DE RIDDER J M,MCGAGHIE W C,STOKKING K M,et al.Variables that affect the process and outcome of feedback,relevant for medical training:a meta-review[J].Med Educ,2015,49(7):658-673.
[5]ENGERER C,BERBERAT P O,DINKEL A,et al.Integrating 360degrees behavior-orientated feedback in communication skills training for medical undergraduates:concept,acceptance and students’self-ratings of communication competence[J].BMC Med Educ,2016,16(1):271-278.
[6]KUHNE F,AY D S,OTTERBECK M J,et al.Standardized Patients in Clinical Psychology and Psychotherapy:a Scoping Review of Barriers and Facilitators for Implementation[J].Acad Psychiatry,2018(5):1-9.
[7]郭伟英,于晓松.多面Rasch模型对医学生交流沟通能力成绩的分析[J].中国卫生统计,2012,29(3):427-428.
[8]孟华,栾永,吕海辰,等.标准化病人模拟实训教学在临床技能培训中的应用[J].继续医学教育,2017,31(4):42-44.
[9]董天舒,张梅奎.预约与应急融合的远程会诊实践与思考[J].中国医院,2017,21(11):70-71.
[10]应悦,张翼翔.远程教育管理微信云服务平台的设计与构建[J].中国远程教育,2016(10):64-71.