整体教学在风湿免疫学临床实习教学中的应用效果
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摘要
目的探究整体教学在风湿免疫科临床实习教学中的应用效果。方法选取2017—2018年40名在我科实习的临床医学专业学生为研究对象,采用随机数字法将其分为整体教学组(H组)和传统教学组(T组),每组20名。经过两种教学模式培训后,分别对两组学生进行理论基础、操作技能和病例分析三方面的考核,比较每一项考核成绩及总成绩。采用调查问卷评估两组学生医学素养养成效果。结果 H组学生病例分析成绩和总成绩显著高于T组学生(P<0.05)。与T组比较,H组的教学方式有助于建立正确的临床思维原则、正确的思维与决策程序及器官系统整体概念,可显著提高学生的时间与空间的辨证思维能力、纵向与横向的知识联系能力、基础医学与临床医学联想能力、逆向思维能力及发散思维能力、医患沟通能力、团队协作能力(P<0.05)。结论整体教学可以显著提高医学生的临床思维能力,有助于医学素养养成,值得在临床教学中推广。
Objective To explore the application effect of holistic teaching in clinical practice teaching of department of rheumatology and immunology. Methods Forty clinical medical students who practice in our department from 2017 to 2018 were selected as the research objects and divided into holistic teaching group(H group) and traditional teaching group(T group) by random number method, with 20 students in each group. After the training of the two teaching modes, both groups were assessed in three aspects: theoretical basis, operational skills and case analysis, and the scores of each assessment and the total scores were compared between the two groups. Questionnaire was used to evaluate the effect of medical literacy of the two groups. Results The scores of case analysis and total scores of the group H were significantly higher than those of the group T(P <0.05). Comared with the group T, the teaching method of the group H is more conductive to establish correct clinical thinking principles, correct thinking and decision-making procedures and the overall concept of organ system, and can significantly improve students' dialectical thinking ability of time and space,vertical and horizontal knowledge connection ability, association ability of basic medicine and clinical medicine, reverse thinking ability and divergent thinking ability, doctor-patient communication ability and team cooperation ability( P<0.05).Conclusion Holistic teaching can significantly improve the clinical thinking ability of medical students and help to develop medical literacy, which is worth of promoting in clinical teaching.
Objective To explore the application effect of holistic teaching in clinical practice teaching of department of rheumatology and immunology. Methods Forty clinical medical students who practice in our department from 2017 to 2018 were selected as the research objects and divided into holistic teaching group(H group) and traditional teaching group(T group) by random number method, with 20 students in each group. After the training of the two teaching modes, both groups were assessed in three aspects: theoretical basis, operational skills and case analysis, and the scores of each assessment and the total scores were compared between the two groups. Questionnaire was used to evaluate the effect of medical literacy of the two groups. Results The scores of case analysis and total scores of the group H were significantly higher than those of the group T(P <0.05). Comared with the group T, the teaching method of the group H is more conductive to establish correct clinical thinking principles, correct thinking and decision-making procedures and the overall concept of organ system, and can significantly improve students' dialectical thinking ability of time and space,vertical and horizontal knowledge connection ability, association ability of basic medicine and clinical medicine, reverse thinking ability and divergent thinking ability, doctor-patient communication ability and team cooperation ability( P<0.05).Conclusion Holistic teaching can significantly improve the clinical thinking ability of medical students and help to develop medical literacy, which is worth of promoting in clinical teaching.
引文
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[8]雷霞,谭杨,杨航,等.皮肤科专业型硕士研究生培养实践与思考[J].中华医学教育探索杂志,2017,16(8):785-787.
[9]高丽霞,郭惠芳.2015年风湿免疫病主要进展[J].临床荟萃,2016,31(2):156-161.
[10]邹丽萍.建立哲学层面临床思维模式提高临床决策能力[J].临床儿科杂志,2010,28(11):1009-1010.
[2] MORROW CE,REED VA,ELIASSEN MS,et al.Shared decision making:skill acquisition for year III medical students[J].Fam Med,2011,43(10):721-725.
[3] GUO GJ.Exploration on the culivation of clinical thinking for long term program medical students[J].Chin J Med Edu,2009,29(4):35-37.
[4]胡娜,杨亮,王亮,等.提升医学实习生临床思维能力策略研究[J].山东医学高等专科学校学报,2017,39(1):53-55.
[5]王菲,王允野.PBL结合病例分析对医学生临床思维能力培养的研究[J].中国继续医学教育,2015,7(7):1-2.
[6]邹丽琴,黄建军,黄继东,等.试析我国八年制医学教育的现状及出路[J].中国高等医学教育,2013,27(6):1-2.
[7]来卫东,杨亮,王亮,等.外科实习教学中学生临床思维能力培养的探讨[J].中国医药导报,2013,10(8):156-158.
[8]雷霞,谭杨,杨航,等.皮肤科专业型硕士研究生培养实践与思考[J].中华医学教育探索杂志,2017,16(8):785-787.
[9]高丽霞,郭惠芳.2015年风湿免疫病主要进展[J].临床荟萃,2016,31(2):156-161.
[10]邹丽萍.建立哲学层面临床思维模式提高临床决策能力[J].临床儿科杂志,2010,28(11):1009-1010.