碎片时间知识点植入教学法在中医骨伤临床教学中的应用
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摘要
目的探讨碎片时间知识点植入教学法在中医骨伤临床教学中的应用。方法选择2015年7月～2017年3月在上海中医药大学附属光华医院中医骨伤科进行临床轮转的中医骨伤专业大学本科实习生,共42名,其中安徽中医药大学25名,扬州大学17名。所有学员均采用临床病例教学法(Case-based learning,CBL),同时予碎片时间知识点植入教学法进行教学,为期4周。采用迷你临床演练评估量表(mini-CEX)进行评估,并分析学员对教学质量的满意程度。结果两所学校学员教学前mini-CEX评分比较,差异均无统计学意义(P>0.05)。教学结束后,各分类项指标及总分均较教学前明显提高,教学前后比较差异均有统计学意义(P<0.05)。研究结束后,两所学校学员mini-CEX评分分类项及总分比较,差异均无统计学意义(P>0.05)。安徽中医药大学、扬州大学学员对带教老师教学内容、教学方法及教学效果的满意度比较,差异无统计学意义(P>0.05)。结论碎片时间知识点植入教学法有助于提高中医骨伤科专业实习生的临床技能,是一种有效、合理、实施便捷的教学方法。
Objective To explore the application of fragmented time knowledge point implantation teaching method in clinical teaching of traditional Chinese medicine bone injury. Methods 42 undergraduate internships undergoing clinical rotation in the department of traditional Chinese medicine traumatology and orthopedics in the Guanghua Hospital affiliated to Shanghai University of Traditional Chinese Medicine from July 2015 to March 2017 were selected, including 25 students from Anhui University of Traditional Chinese Medicine and 17 students from Yangzhou University. All students used Case-based learning(CBL), and the fragmented time knowledge point was implanted into the teaching method for 4 weeks. The mini-CEX scale was used to evaluate and analyze the student's satisfaction with the quality of the teaching. Results There was no significant difference in the mini-CEX scores between the two school students before teaching(P>0.05). After the end of the teaching, the indicators and total scores of each classification item were significantly higher than those before the teaching, and the differences before and after teaching were statistically significant(P<0.05). After the study, there was no significant difference in the mini-CEX scores and total scores between the two school students(P>0.05). There was no significant difference in the satisfaction of the teaching content, teaching methods and teaching effects of the teachers between Anhui University of Traditional Chinese Medicine and Yangzhou University(P>0.05). Conclusion The teaching method of fragmented time knowledge points helps to improve the clinical skills of TCM orthopedic professional interns. It is an effective, reasonable and convenient teaching method.
Objective To explore the application of fragmented time knowledge point implantation teaching method in clinical teaching of traditional Chinese medicine bone injury. Methods 42 undergraduate internships undergoing clinical rotation in the department of traditional Chinese medicine traumatology and orthopedics in the Guanghua Hospital affiliated to Shanghai University of Traditional Chinese Medicine from July 2015 to March 2017 were selected, including 25 students from Anhui University of Traditional Chinese Medicine and 17 students from Yangzhou University. All students used Case-based learning(CBL), and the fragmented time knowledge point was implanted into the teaching method for 4 weeks. The mini-CEX scale was used to evaluate and analyze the student's satisfaction with the quality of the teaching. Results There was no significant difference in the mini-CEX scores between the two school students before teaching(P>0.05). After the end of the teaching, the indicators and total scores of each classification item were significantly higher than those before the teaching, and the differences before and after teaching were statistically significant(P<0.05). After the study, there was no significant difference in the mini-CEX scores and total scores between the two school students(P>0.05). There was no significant difference in the satisfaction of the teaching content, teaching methods and teaching effects of the teachers between Anhui University of Traditional Chinese Medicine and Yangzhou University(P>0.05). Conclusion The teaching method of fragmented time knowledge points helps to improve the clinical skills of TCM orthopedic professional interns. It is an effective, reasonable and convenient teaching method.
引文
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[10]荆利娜,高培毅,周剑,等.碎片化微时代医学影像学研究生教学探索[J].继续医学教育,2016,30(10):7-8.
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[12]樊代明.整合医学---医学发展新时代[J].中华医学杂志,2016,96(22):1713-1718.
[13]李硕,杨莹莹,陈适,等.中国医学院校微课建设的发展与思考[J].基础医学与临床,2018,38(10):1492-1494.
[14]卓毅,李亚丽.基于智能手机的移动学习在大学生中的应用研究[J].西南师范大学学报(自然科学版),2014,39(5):45-51.
[15]任翠,袁慧书,郎宁.基于微课的翻转课堂在医学影像诊断学教学中的应用[J].中国医药导报,2018,15(25):48-50.
[16]倪明,付君,孔祥朋,等.骨科专业互联网平台对骨科医生继续医学教育的影响[J].骨科,2018,9(6):479-483.
[2]缪茜,秦健.我国碎片化学习研究热点及趋势分析[J]中国医学教育技术,2018,32(3):263-266.
[3]卢如玲,曾蕾,袁烁,等.基于碎片化学习的微课在中医妇科教学的应用[J].科技创新导报,2017,14(17):225-226,228.
[4]符华春,吴天秀.基于APP的“碎片化学习”在《系统解剖学》教学中的实践探索[J].中国医学教育技术,2017,31(6):688-691.
[5]唐淑娟,尹世玉.基于移动信息化的武汉市某医院护理培训碎片化学习探讨[J].医学与社会,2017,30(11):81-83,86.
[6]曾伟.Mini-CEX与住院医师能力评估[J].中国卫生质量管理,2009,16(3):24-26.
[7]李亮.PBL教学方法在中医骨伤临床教学中应用研究[J]中医药临床杂志,2016,28(12):1837-1838.
[8]曹玉净,李扬,付科达.CBL教学法在中医骨伤科学教学中的应用[J].中医药管理杂志,2015,2(11):126-127.
[9]陈波.多元化教学在中医骨伤科学教学中的应用[J]湖南中医杂志,2010,26(3):110.
[10]荆利娜,高培毅,周剑,等.碎片化微时代医学影像学研究生教学探索[J].继续医学教育,2016,30(10):7-8.
[11]陈智勇.基于碎片化学习的移动微课程设计研究---以《超声影像学》课为例[J].信息技术与信息化,2017,6(11):83-85.
[12]樊代明.整合医学---医学发展新时代[J].中华医学杂志,2016,96(22):1713-1718.
[13]李硕,杨莹莹,陈适,等.中国医学院校微课建设的发展与思考[J].基础医学与临床,2018,38(10):1492-1494.
[14]卓毅,李亚丽.基于智能手机的移动学习在大学生中的应用研究[J].西南师范大学学报(自然科学版),2014,39(5):45-51.
[15]任翠,袁慧书,郎宁.基于微课的翻转课堂在医学影像诊断学教学中的应用[J].中国医药导报,2018,15(25):48-50.
[16]倪明,付君,孔祥朋,等.骨科专业互联网平台对骨科医生继续医学教育的影响[J].骨科,2018,9(6):479-483.