重症医学临床教学中应用Seminar联合CMT教学法的研究
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摘要
目的评价Seminar教学法联合CMT在重症医学科临床教学应用。方法选取2016年7月~2017年7月进入我院重症医学科进行临床实习的轮转医学生共50名作为研究对象,随机将学生分为实验组和对照组两组进行研究,实验组使用Seminar教学结合CMT教学方法,对照组使用传统教学方法。本实验通过理论成绩和技能成绩考核的优秀、良好、及格率及优秀率进行组间比较,经过SPSS18.0统计检验得出结果。结果实验组与对照组理论考核成绩分别为(90.9±8.1)分、(89.5±6.4)分,优秀率分别为76.0%、52.0%,对照组均低于实验组,差异均有统计学意义(P<0.05),实验组与对照组技能考核成绩分别为(96.8±8.3)分、(86.3±5.1)分,优秀率分别为96.0%、76.0%,实验组均高于对照组,差异均有统计学意义(P<0.05)。结论 CMT联合Seminar教学法在重症医学科临床教学效果是很显著的。
Objective To evaluate the clinical application of Seminar teaching method combined with CMT in intensive medicine. Methods A total of 50 students who were in the clinical internship rotation from the Department of Intensive Care Unit, in our hospital from July 2016 to July 2017 were selected as the study subjects. The students were randomly divided into two groups: Experimental group and control group. The experimental group was given Seminar teaching method combined with CMT teaching method, and the control group was given traditional teaching method. The excellent performance, good performance, passing rate and excellent rate in the theoretical results and skills assessment were compared between the two groups in the experiment, and SPSS18.0 was used to obtain the statistical test results. Results The scores of theoretical assessment in the experimental group and the control group were(90.9±8.1)points and(89.5±6.4)points respectively. The excellent rates were 76.0% and 52.0% respectively. That all in the control group were lower than those in the experimental group, the differences were statistically significant(P<0.05). The scores of skills assessment in the experimental group and the control group were(96.8±8.3)points and(86.3±5.1)points respectively. The excellent rates were 96.0% and 76.0% respectively. That all in the experimental group were higher than those in the control group, and the differences were statistically significant(P<0.05). Conclusion The clinical teaching effect of CMT combined with Seminar teaching method in Intensive Department is highly significant.
Objective To evaluate the clinical application of Seminar teaching method combined with CMT in intensive medicine. Methods A total of 50 students who were in the clinical internship rotation from the Department of Intensive Care Unit, in our hospital from July 2016 to July 2017 were selected as the study subjects. The students were randomly divided into two groups: Experimental group and control group. The experimental group was given Seminar teaching method combined with CMT teaching method, and the control group was given traditional teaching method. The excellent performance, good performance, passing rate and excellent rate in the theoretical results and skills assessment were compared between the two groups in the experiment, and SPSS18.0 was used to obtain the statistical test results. Results The scores of theoretical assessment in the experimental group and the control group were(90.9±8.1)points and(89.5±6.4)points respectively. The excellent rates were 76.0% and 52.0% respectively. That all in the control group were lower than those in the experimental group, the differences were statistically significant(P<0.05). The scores of skills assessment in the experimental group and the control group were(96.8±8.3)points and(86.3±5.1)points respectively. The excellent rates were 96.0% and 76.0% respectively. That all in the experimental group were higher than those in the control group, and the differences were statistically significant(P<0.05). Conclusion The clinical teaching effect of CMT combined with Seminar teaching method in Intensive Department is highly significant.
引文
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[11]刘勇,李勇,刘邵宇.Seminar教学培养研究生创造力及和谐人才的实践探索——以森林培育学科林木种苗课题组的实践为例[J].中国林业教育,2017,22(4):36-39.
[12]谭丽萍,姜志梅,徐磊,等.Seminar教学模式在康复医学与理疗学硕士研究生专业课教学中的应用初探[J].中国康复医学杂志,2017,25(2):220-223.
[13]贾莉,李维红,马艳子,等.实验中心交流会——激发实验技术人员内在动力的有效方法[J].大学化学,2017,23(1):21-25.
[14]胡彬,许蓓.Seminar教学模式在生物医用材料课程中的应用研究[J].教育教学论坛,2017,22(25):221-222.
[15]何冰杰,王晓燕,余丽君,等.专题讨论会对肺癌患者健康教育的效果[J].中国肿瘤临床与康复,2017,16(2):214-217.
[16]田辉,曼茂立,房媛.研讨式教学方法在高等职业教育中的应用[J].承德石油高等专科学校学报2017,10(3):79-82.
[2]陈继红,孙洁,陆丽蓉,等.案例教学法在临床医学教学中的组织与实施[J].中国高等医学教育,2011,2(4):95-96.
[3]徐兰,俞赤卉,初明,等.翻转课堂和情景式教学在免疫学实验课中的设计与应用[J].中华医学教育杂志,2014,34(6):898-914.
[4]夏文颖,顾兵,黄珮珺,等.案例式教学在我国医学教育中的应用进展[J].西北医学教育,2011,19(5):923-925
[5]王吉耀.内科学(案例分析系列)[M].北京:人民卫生出版社,2007:255-257.
[6]祖雄兵,张晖辉.案例式立体教学法在泌尿外科学教学中的应用[J].中国现代医学杂志,2012,22(10):103-104.
[7]张丹丹,何平平,王冬梅,等.案例情景模拟联合Seminar教学法对成人教育护生核心胜任能力的影响[J].护理研究,2016,7(3):34-45
[8]Jaarsma AD,Dolmans DD,Muijtjens AM,et al.Students’andteachers’perceived and actual verbal interactions in seminar groups[J].Med Educ,2009,43(4):368-376.
[9]Hartling L,Spooner C,Tjosvold L,et al.Problem-based learning in pre-clinical medical education:22 years of outcome research[J].Med Teach,2010,32(1):28-35.
[10]郝淑丽.Seminar教学法在国际商务研究生培养中的应用研究[J].教育教学论坛,2017,24(4):179-180.
[11]刘勇,李勇,刘邵宇.Seminar教学培养研究生创造力及和谐人才的实践探索——以森林培育学科林木种苗课题组的实践为例[J].中国林业教育,2017,22(4):36-39.
[12]谭丽萍,姜志梅,徐磊,等.Seminar教学模式在康复医学与理疗学硕士研究生专业课教学中的应用初探[J].中国康复医学杂志,2017,25(2):220-223.
[13]贾莉,李维红,马艳子,等.实验中心交流会——激发实验技术人员内在动力的有效方法[J].大学化学,2017,23(1):21-25.
[14]胡彬,许蓓.Seminar教学模式在生物医用材料课程中的应用研究[J].教育教学论坛,2017,22(25):221-222.
[15]何冰杰,王晓燕,余丽君,等.专题讨论会对肺癌患者健康教育的效果[J].中国肿瘤临床与康复,2017,16(2):214-217.
[16]田辉,曼茂立,房媛.研讨式教学方法在高等职业教育中的应用[J].承德石油高等专科学校学报2017,10(3):79-82.