不同教学法在临床医学实习教学中的效果
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摘要
目的比较分析Jigsaw教学法与PBL教学法在临床医学实习教学中的效果。方法选取本院2016年1月—2017年12月临床医学实习生20名作为研究对象。采用简单随机分组的方式,将其分为两组。对照组实习生给予PBL教学法,观察组实习生实施Jigsaw教学法。对两组实习生的问题准备时间、教师指导时间、课堂表现以及课后成绩进行比较。结果观察组实习生的问题准备时间较对照组短,其课前指导时间短于对照组,课堂指导时间则较对照组长;观察组实习生的把握问题关键、表述问题同临床关联均高于对照组,观察组实习生的课后测试评分高于对照组,差异具有统计学意义(P <0.05);两组医学生的表述问题逻辑性和完整性比较,差异无统计学意义(P> 0.05)。结论Jigsaw教学法在临床医学实习教学中应用,可以将医学生学习的效率提升,将其问题解决能力增强,对PBL教学法具有完善和补充作用。
Objective To compare and analyze the effect of Jigsaw teaching method and PBL teaching method in clinical practice teaching. Methods 20 clinical medical interns from January 2016 to December 2017 were selected as the subjects of study. Simple random grouping method was used to divide it into two groups. The control group was given PBL teaching method.The interns in the observation group were taught Jigsaw method. The problem preparation time, teacher guidance time, classroom performance and after-school performance of the two groups of interns were compared.Results The problem preparation time of the medical students in the observation group was shorter than that of the control group, the guidance time before class was obviously shorter than that in the control group, and the classroom guidance time was obviously longer than that in the control group. The relationship between the expression problem and the clinical test was significantly higher than that in the control group, and the scores of the medical students in the observation group were significantly higher than those in the control group(P < 0.05), and the logicality and integrality of the presentation problem in the two groups were significantly higher than those in the control group(P > 0.05). Conclusion The application of Jigsaw teaching method in clinical practice teaching can improve the efficiency of medical students' study and enhance their problem-solving ability, which can improve and supplement the PBL teaching method.
Objective To compare and analyze the effect of Jigsaw teaching method and PBL teaching method in clinical practice teaching. Methods 20 clinical medical interns from January 2016 to December 2017 were selected as the subjects of study. Simple random grouping method was used to divide it into two groups. The control group was given PBL teaching method.The interns in the observation group were taught Jigsaw method. The problem preparation time, teacher guidance time, classroom performance and after-school performance of the two groups of interns were compared.Results The problem preparation time of the medical students in the observation group was shorter than that of the control group, the guidance time before class was obviously shorter than that in the control group, and the classroom guidance time was obviously longer than that in the control group. The relationship between the expression problem and the clinical test was significantly higher than that in the control group, and the scores of the medical students in the observation group were significantly higher than those in the control group(P < 0.05), and the logicality and integrality of the presentation problem in the two groups were significantly higher than those in the control group(P > 0.05). Conclusion The application of Jigsaw teaching method in clinical practice teaching can improve the efficiency of medical students' study and enhance their problem-solving ability, which can improve and supplement the PBL teaching method.
引文
[1]曹玉红,张光运,孙新,等. Seminar教学法在临床医学八年制儿科临床教学中的应用[J].中国医药导报,2015,12(3):147-150.
[2]刘红,吴静,林香春. PBL教学法对消化科实习学生临床思维能力培养的评价[J].中国现代医学杂志,2014,24(6):61-64.
[3]谢瑛,刘惠林.改良PBL教学方法在康复治疗学专业临床实习教学中的应用研究[J].中国康复医学杂志,2015,30(12):1272-1274.
[4]吴光勇,廖达光,王知非,等. CBL联合PBL教学法在神经外科临床教学中的应用研究[J].中国当代医药,2015,22(33):165-168.
[5]蔡振存,杨雪,李志宇,等. PBL教学法与LBL教学法在外科学临床实习教学中应用的比较[J].沈阳医学院学报,2016,18(1):55-57.
[6]陈勇兵,施立,朱蓉英,等. CBL联合PBL教学法在胸外科临床教学中的应用效果分析[J].齐齐哈尔医学院学报, 2014, 35(21):3222-3224.
[7]张宇迪,吴霞,高丽丽,等.多元化教学模式在妇产科研究生临床实习中的作用[J].中国临床医生杂志,2016,44(11):97-98.
[8]车锋丽,赵性泉,杜会山,等.以病例为基础的教学法联合传统教学法在5年制临床医学实习医师脑血管病带教中的应用[J].中国卒中杂志,2017,27(1):94-96.
[9]何文,陈进芬,郑玲芳,等.以问题为导向教学法在儿科临床实习教学中的应用研究[J].检验医学与临床,2017,14(14):2163-2164.
[10]Jayasuriya-Illesinghe V,Nazeer I,Athauda L,et al. Role Models and Teachers:medical students perception of teaching-learning methods in clinical settings, a qualitative study from Sri Lanka[J].BMC Med Educ,2016,16(1):52.
[11]夏莘,王依贵,陈爱军,等.微课结合传统教学法在临床护理教学中的应用及效果评价[J].重庆医学,2017,46(16):2299-2301.
[12]韩玲芝,叶天惠,熊晓菊.三明治教学法与案例教学法在本科护生临床实习教学中的比较[J].中国实用护理杂志,2016,32(9):707-710.
[2]刘红,吴静,林香春. PBL教学法对消化科实习学生临床思维能力培养的评价[J].中国现代医学杂志,2014,24(6):61-64.
[3]谢瑛,刘惠林.改良PBL教学方法在康复治疗学专业临床实习教学中的应用研究[J].中国康复医学杂志,2015,30(12):1272-1274.
[4]吴光勇,廖达光,王知非,等. CBL联合PBL教学法在神经外科临床教学中的应用研究[J].中国当代医药,2015,22(33):165-168.
[5]蔡振存,杨雪,李志宇,等. PBL教学法与LBL教学法在外科学临床实习教学中应用的比较[J].沈阳医学院学报,2016,18(1):55-57.
[6]陈勇兵,施立,朱蓉英,等. CBL联合PBL教学法在胸外科临床教学中的应用效果分析[J].齐齐哈尔医学院学报, 2014, 35(21):3222-3224.
[7]张宇迪,吴霞,高丽丽,等.多元化教学模式在妇产科研究生临床实习中的作用[J].中国临床医生杂志,2016,44(11):97-98.
[8]车锋丽,赵性泉,杜会山,等.以病例为基础的教学法联合传统教学法在5年制临床医学实习医师脑血管病带教中的应用[J].中国卒中杂志,2017,27(1):94-96.
[9]何文,陈进芬,郑玲芳,等.以问题为导向教学法在儿科临床实习教学中的应用研究[J].检验医学与临床,2017,14(14):2163-2164.
[10]Jayasuriya-Illesinghe V,Nazeer I,Athauda L,et al. Role Models and Teachers:medical students perception of teaching-learning methods in clinical settings, a qualitative study from Sri Lanka[J].BMC Med Educ,2016,16(1):52.
[11]夏莘,王依贵,陈爱军,等.微课结合传统教学法在临床护理教学中的应用及效果评价[J].重庆医学,2017,46(16):2299-2301.
[12]韩玲芝,叶天惠,熊晓菊.三明治教学法与案例教学法在本科护生临床实习教学中的比较[J].中国实用护理杂志,2016,32(9):707-710.