引用本文:刘沂 刘宝华 黄昊.多媒体情景教学在普通外科疾病临床教学中的应用[J].中华医学教育探索杂志,2018,17(10):1059-1062
多媒体情景教学在普通外科疾病临床教学中的应用
Application of multimedia situational teaching method in the teaching of general surgery
DOI:
中文关键词:  情景教学  普通外科  教学质量
英文关键词:Situational teaching method  General surgery  Quality of teaching
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作者单位
刘沂 刘宝华 黄昊 Department of Information, Daping Hospital, Army Medical University, Chongqing 400042, China (Liu Y, Huang H)
General Surgery, Daping Hospital, Army Medical University, Chongqing 400042, China (Liu BH) 
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中文摘要:
      目的 探讨多媒体情景教学在普通外科疾病临床教学中的应用。方法 选择2014至2015学年临床医学五年制本科的142名学员为观察组,采用多媒体情景教学;以2015至2016学年临床医学五年制本科的155名学员为对照组,采用传统教学。观察组通过创设疾病的病理生理变化、临床体征、疾病的鉴别诊断和手术并发症。采用制作的动画,以多维和立体形式展示疾病的解剖结构和病理生理变化;采用实物照片和病人的临床体征照片,形象展示疾病的临床体征;采用手术中的录像和照片,创立手术中发生并发症的情景。教学评价包括两组学员书面考试成绩;问卷调查学生对情景教学法是否满意,对教师评价及个人收获大小等。采用SPSS 21.0进行t检验。结果 观察组平均考试成绩为(67.56±8.27)分,对照组平均考试成绩为(65.89±5.53)分,观察组平均考试成绩明显高于对照组(P<0.05)。学员对情景教学的满意率和个人收获较大的比率均为97.9%(139/142)。结论 采用多媒体情景教学具体生动,能够提高学员的学习兴趣和教学效果。当然对教师有着更高要求,要有目的应用。
英文摘要:
      Objective To explore the application of multimedia situational teaching in general surgery. Methods A total of 142 students with a five-year undergraduate program in clinical medicine from school year 2014 to 2015 were selected as the observation group to undergo situational teaching, while 155 students with the same program from school year 2015 to 2016 as the control group to adopt the traditional teaching. In the observation group, the pathophysiological changes, clinical signs, differential diagnosis and surgical complications of the disease were created. Specifically, the anatomic structure and pathophysiological changes of the disease were demonstrated in multi-dimensional and three-dimensional forms by animation, the physical pictures and clinical signs of patients were used to show the clinical signs of diseases, and video and photographs of the operation were used to create scenarios of complications during the operation. The teaching evaluation included students' written examination results and questionnaires which covered whether the students satisfied with the situational teaching method, and their evaluation of teachers and personal gains, etc. T test was performed by using SPSS 21.0. Results The average test score of the observation group (67.56±8.27) was significantly higher than that of the control group (65.89±5.53) (P<0.05). The satisfaction rate of students towards situational teaching and their personal achievements were both 97.9% (139/142). Conclusion The multimedia situational teaching is specific and vivid, which can improve students' learning interest and teaching effect. However, it also bears higher requirements for teachers, con-sequently the application should of specific purpose.
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