SEA自省式教学分析评估法在皮肤科教学中的应用探讨
|
摘要
目的在皮肤科实习当中,对学生所学所感以及"自省"的程度,用SEA的方法进行判定,评价不同实习时间对其主动学习能力的影响。方法以2017年7月到2018年5月参加曙光医院皮肤科实习的51名医学院学生作为对象,其中有24名同学实习2周、27名同学实习1个月,按实习时间将其分两组,以SEA进行评价。结果反省内容反映了实习同学的一些期待及感受,实习1个月较实习2周的同学自我反省更具深度。结论 SEA自省式临床教学分析评估法有其鲜明的特点,可以很好地搭建从理论到实践再到理论的桥梁,作为评价工具,也极具真实性,在教学实践中很有潜力。
Objective To determine the introspective degree and learning experience of students in dermatology practice by using significant event analysis( SEA),and evaluate the effect of different internship time on their active learning ability. Methods A total of 51 medical college students who participated in the dermatology practice in Shuguang Hospital were selected as the objects from July 2017 to May 2018. Among them,24 students practiced for 2 weeks( group 1) and 27 students practiced for 1 month( group 2). SEA was used to evaluate the students in 2 groups. Results The introspective content reflected students' expectations and feelings in the internship,and introspective degree was higher in group 1 than that in group 1. Conclusion SEA introspective clinical teaching analysis and evaluation method has its distinctive characteristics,which can build a bridge from theory to practice to theory. As an evaluation tool,it is also extremely authentic and has great potential in teaching practice.
Objective To determine the introspective degree and learning experience of students in dermatology practice by using significant event analysis( SEA),and evaluate the effect of different internship time on their active learning ability. Methods A total of 51 medical college students who participated in the dermatology practice in Shuguang Hospital were selected as the objects from July 2017 to May 2018. Among them,24 students practiced for 2 weeks( group 1) and 27 students practiced for 1 month( group 2). SEA was used to evaluate the students in 2 groups. Results The introspective content reflected students' expectations and feelings in the internship,and introspective degree was higher in group 1 than that in group 1. Conclusion SEA introspective clinical teaching analysis and evaluation method has its distinctive characteristics,which can build a bridge from theory to practice to theory. As an evaluation tool,it is also extremely authentic and has great potential in teaching practice.
引文
[1]殷霁虹,杨佩兰,王振伟,等.床边教学提高中医内科学教学质量的研究[J].中国中医药现代远程教育,2017,15(11):6-8
[2]卢金婧,张耐思,崔乐乐,等.PBL教学方法在全科医学实习教学中的运用[J].中国继续医学教育,2017,9(2):23-25
[3]DEWEY J.How we think.[M].New York:Dover publication,1997
[4]KOLB D.Towards an applied theory of experiential learning[M].London:Theories of Group Process,1975
[5]WILSON H,EGAN T,FRIEND R.Teaching professional development in undergraduate medical education[J].Medical Education,2003,37(5):482-483
[6]MDU Services Limited.Significant event analysis[EB/OL].(2017-10-23)[2018-08-13]https://www.themdu.com/guidance-and-advice/guides/guide-to-significant-event-analysis
[7]CARR S,CARMODY D.Experiential learning in women's health:medical student reflections[J].Medical Education,2006,40(8):768-774
[2]卢金婧,张耐思,崔乐乐,等.PBL教学方法在全科医学实习教学中的运用[J].中国继续医学教育,2017,9(2):23-25
[3]DEWEY J.How we think.[M].New York:Dover publication,1997
[4]KOLB D.Towards an applied theory of experiential learning[M].London:Theories of Group Process,1975
[5]WILSON H,EGAN T,FRIEND R.Teaching professional development in undergraduate medical education[J].Medical Education,2003,37(5):482-483
[6]MDU Services Limited.Significant event analysis[EB/OL].(2017-10-23)[2018-08-13]https://www.themdu.com/guidance-and-advice/guides/guide-to-significant-event-analysis
[7]CARR S,CARMODY D.Experiential learning in women's health:medical student reflections[J].Medical Education,2006,40(8):768-774