地方本科院校临床技能教学改革与探索
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摘要
目的:探讨地方本科院校临床技能教学改革的效果。方法:选取2013年9月我校新入学的13级临床1班50例学生作为对照组,选择2013年9月新入学的13级临床2班58例学生作为研究组,对照组学生应用传统临床技能教学模式,研究组学生采用改革后的临床技能教学模式,观察两组学生的临床技能考试评分及综合素质评分。结果:两组学生两学期期末考试的成绩方面,研究组学生临床技能成绩明显高于对照组(P<0. 05);综合素质评分方面,研究组学生交流沟通能力、职业素质、实践操作细则和创新精神四个方面得分均高于对照组(P<0. 05)。结论:在地方本科院校实施临床技能教学改革,可以提高学生的临床技能学习能力,提升其综合素质,值得进行应用推广。
Objective: To explore the effect of clinical skills teaching reform in local undergraduate colleges. Methods: 50 students in Grade 13 Clinical Class 1 enrolled in our school in September2013 were selected as the control group. 58 students in Grade 13 Clinical Class 2 enrolled in our school in September 2013 were selected as the research group. The students in the control group were taught with the traditional clinical skills teaching mode,while the students in the research group were taught with the reformed clinical skills teaching mode. Then the clinical skills test scores and comprehensive quality scores of the two groups of students were observed. Results: In terms of the scores of final exams for two terms, the clinical skills scores of the research group were significantly higher those of the control group(P<0.05); in terms of comprehensive quality scores, the scores of communication skills, professional quality, practical operation rules and innovation spirit of the research group were higher than those of the control group(P<0.05). Conclusion: The implementation of clinical skills teaching reform in local undergraduate colleges can improve students' clinical skills learning ability and enhance their comprehensive quality, so it is worthy of application and promotion.
Objective: To explore the effect of clinical skills teaching reform in local undergraduate colleges. Methods: 50 students in Grade 13 Clinical Class 1 enrolled in our school in September2013 were selected as the control group. 58 students in Grade 13 Clinical Class 2 enrolled in our school in September 2013 were selected as the research group. The students in the control group were taught with the traditional clinical skills teaching mode,while the students in the research group were taught with the reformed clinical skills teaching mode. Then the clinical skills test scores and comprehensive quality scores of the two groups of students were observed. Results: In terms of the scores of final exams for two terms, the clinical skills scores of the research group were significantly higher those of the control group(P<0.05); in terms of comprehensive quality scores, the scores of communication skills, professional quality, practical operation rules and innovation spirit of the research group were higher than those of the control group(P<0.05). Conclusion: The implementation of clinical skills teaching reform in local undergraduate colleges can improve students' clinical skills learning ability and enhance their comprehensive quality, so it is worthy of application and promotion.
引文
[1]韩小玲,林鸿程,周忠伟,等.构建网络与实践相结合的临床技能教学新模式[J].现代医药卫生,2016,32(18):2919-2920.
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[3]陈丽灵,陈红,杨艳,等.临床实训互评平台在临床技能教学中的调查分析[J].教育教学论坛,2018(13):71-72.
[4]刘威,王洪羽,万晓明,金宏.模拟教学在临床技能教学中的应用[J].吉林医药学院学报,2015,36(4):313-314.
[2]宁曹.多媒体系统在临床技能教学中的应用[J].中国管理信息化,2017,20(12):232-233.
[3]陈丽灵,陈红,杨艳,等.临床实训互评平台在临床技能教学中的调查分析[J].教育教学论坛,2018(13):71-72.
[4]刘威,王洪羽,万晓明,金宏.模拟教学在临床技能教学中的应用[J].吉林医药学院学报,2015,36(4):313-314.