双向评价机制在麻醉本科实习生临床教学的研究
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摘要
目的探究双向评价机制在麻醉本科实习生临床教学中的应用,使麻醉实习教学更科学、更有效,提高麻醉本科实习生的教学质量。方法选取2012年6月—2014年6月来我科实习的麻醉学专业本科实习医师20名(对照组D组),2015年6月—2017年6月来我科实习的麻醉学专业本科实习医师20名(观察组G组),实习期均为6个月。D组采用单向评价(《实习生的考评信息表》进行施教)的方法 ;G组应用双向评价机制(《实习生的考评信息表》和《教学质量反馈表》进行施教)。比较两组的教学质量。结果 G组实习生的总考评平均成绩高于D组(P <0.05)。结论双向评价机制的应用有利于调动师生双方的主观能动性,及时发现教学中存在的问题,达到指导教学改革、提高临床教学质量的目的。
Objective To explore the application of two-way evaluation mechanism in the clinical teaching of anesthesia undergraduate interns, to make the teaching of anesthesia practice more scientific and effective, and to improve the teaching quality of anesthesia undergraduate interns.Methods 20 undergraduate interns who came to our department from June 2012 to June 2014 were selected as the control group D, and 20 came to our department for anesthesiology from June 2015 to June 2017 were selected as the observation group G group, and the internship period was 6 months. Group D used a one-way evaluation("Intern's Assessment InformationForm" for teaching); Group G applied a two-way evaluation mechanism("Intern's Assessment Information Form" and "Teaching Quality Feedback Form" for teaching). The teaching quality of the two groups was compared. Results Average score of general assessment in the group G was higher than that in the group D(P<0.05). Conclusion The application of the two-way evaluation mechanism is conducive to mobilizing the subjective initiative of both teachers and students, timely discovering the problems in teaching, and achieving the purpose of guiding teaching reform and improving the quality of clinical teaching.
Objective To explore the application of two-way evaluation mechanism in the clinical teaching of anesthesia undergraduate interns, to make the teaching of anesthesia practice more scientific and effective, and to improve the teaching quality of anesthesia undergraduate interns.Methods 20 undergraduate interns who came to our department from June 2012 to June 2014 were selected as the control group D, and 20 came to our department for anesthesiology from June 2015 to June 2017 were selected as the observation group G group, and the internship period was 6 months. Group D used a one-way evaluation("Intern's Assessment InformationForm" for teaching); Group G applied a two-way evaluation mechanism("Intern's Assessment Information Form" and "Teaching Quality Feedback Form" for teaching). The teaching quality of the two groups was compared. Results Average score of general assessment in the group G was higher than that in the group D(P<0.05). Conclusion The application of the two-way evaluation mechanism is conducive to mobilizing the subjective initiative of both teachers and students, timely discovering the problems in teaching, and achieving the purpose of guiding teaching reform and improving the quality of clinical teaching.
引文
[1]魏霞,张兵.情景模拟教学在麻醉本科临床实习中的应用[J].中国继续医学教育, 2015,7(27):6-8.
[2]刘艳秋,莫怀忠,邹小华,等.麻醉学专业本科生“早期接触临床”教学改革效果[J].贵州医科大学学报,2016,41(8):987-989.
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[5]龙茹华,陈文栋,张雕凤,等.可视化教学法与传统教学法应用于麻醉学本科实习生学习气管插管术[J].昆明医科大学学报,2015,36(12):150-152.
[6]钱正霞,高进,程波,等.电子书包在麻醉专业技能培训中的应用效果评价[J].继续医学教育,2017,31(10):80-82.
[7]李懿宁,毕宏伟,刘文娟.“双向评价反馈”机制在临床护理带教中的应用[J].天津护理,2015,23(1):72-73.
[8]许家素,段宝凤,杨芬,等.师生双向评价本科护生临床实习情况的差异性研究[J].全科护理,2015,13(32):3291-3293.
[9]张爱莲.师生双向评价护理教学质量法在护生带教中的应用[J].中国继续医学教育,2017,9(8):43-44.
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[11]严梅,关琼瑶,秦亚辉,等.临床护理教学全程双向评价的实践[J].护理学杂志,2015,30(2):75-77.
[12]谢印宝,王举辉.高校课堂教学质量动态双向评价模型研究[J].曲阜师范大学学报(自然科学版),2014,40(4):60-64.
[13]吴敬梅.双向评价体系在精神科临床护理带教中的应用[J].齐鲁护理杂志,2016,22(17):117-118.
[14]史冬芳.双向考评在护理临床教学中的应用[J].全科护理,2014,12(1):84-85.
[15]卢晓林,张小平.双向评价法在基层医院放射科住院医师规范化培训中的应用[J].中国基层医药,2015,22(2):311-312.
[16]程波,闵苏,熊秋菊,等.形成性评价应用于临床麻醉实习教学中的探索[J].中华医学教育探索杂志,2016,15(1):51-54.
[17]支延康,黄燕.麻醉学PBL教学中不同角色对教学效果的反馈[J].中国病案,2015,16(12):66-69.
[2]刘艳秋,莫怀忠,邹小华,等.麻醉学专业本科生“早期接触临床”教学改革效果[J].贵州医科大学学报,2016,41(8):987-989.
[3]梁大顺.临床麻醉学本科生实习带教的体会[J].心理医生,2016,22(31):261-262.
[4]古尔布斯坦·阿力木江,张蕾,朱素洁,等.定性与定量考核在临床麻醉实践教学中的应用评价[J].中国高等医学教育,2016(11):11-12.
[5]龙茹华,陈文栋,张雕凤,等.可视化教学法与传统教学法应用于麻醉学本科实习生学习气管插管术[J].昆明医科大学学报,2015,36(12):150-152.
[6]钱正霞,高进,程波,等.电子书包在麻醉专业技能培训中的应用效果评价[J].继续医学教育,2017,31(10):80-82.
[7]李懿宁,毕宏伟,刘文娟.“双向评价反馈”机制在临床护理带教中的应用[J].天津护理,2015,23(1):72-73.
[8]许家素,段宝凤,杨芬,等.师生双向评价本科护生临床实习情况的差异性研究[J].全科护理,2015,13(32):3291-3293.
[9]张爱莲.师生双向评价护理教学质量法在护生带教中的应用[J].中国继续医学教育,2017,9(8):43-44.
[10]黄辉.师生双向评价护理教学质量法在实习生带教中的应用[J].中国卫生产业,2017,14(16):93-94.
[11]严梅,关琼瑶,秦亚辉,等.临床护理教学全程双向评价的实践[J].护理学杂志,2015,30(2):75-77.
[12]谢印宝,王举辉.高校课堂教学质量动态双向评价模型研究[J].曲阜师范大学学报(自然科学版),2014,40(4):60-64.
[13]吴敬梅.双向评价体系在精神科临床护理带教中的应用[J].齐鲁护理杂志,2016,22(17):117-118.
[14]史冬芳.双向考评在护理临床教学中的应用[J].全科护理,2014,12(1):84-85.
[15]卢晓林,张小平.双向评价法在基层医院放射科住院医师规范化培训中的应用[J].中国基层医药,2015,22(2):311-312.
[16]程波,闵苏,熊秋菊,等.形成性评价应用于临床麻醉实习教学中的探索[J].中华医学教育探索杂志,2016,15(1):51-54.
[17]支延康,黄燕.麻醉学PBL教学中不同角色对教学效果的反馈[J].中国病案,2015,16(12):66-69.