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| 中文摘要: |
| 目的 通过引入唇腭裂序列治疗平台理念与方法，探讨培养医学生综合素质的可行性与初步成效。方法 将汕头大学医学院本科二年级学生分为实验组和对照组（各20人）。实验组学生为唇腭裂序列治疗中心义工队成员，在临床教学中导入唇腭裂序列治疗平台的特色理念与方法；对照组实施常规教学。通过模糊评价方法科学量化测评指标，包括智育素质（60分）、思想品德（15分）、人文素质（5分）、身心素质（10分）、社会实践（10分）五方面；并成立专业测评小组对两组学生实施评价；组间比较采用SPSS 19.0行t检验。结果 实验组学生前述各项目平均得分为（51.477±2.381）（10.613±0.169）（4.228±0.124）（8.677±0.296）（8.565±0.421），总分均值为（83.559±2.333）；对照组学生前述各项目平均得分为（49.746±3.176）（10.268±0.266）（4.008±0.195）（8.207±0.354）（7.575±0.321），总分均值为（79.804±3.510）。两组之间，除了智育素质平均得分差异无统计学意义之外，其他得分差异均有统计学意义（P<0.05）。结论 在智育水平没有显著差异的情况下，思想品德、人文素质、身心素质、社会实践能对综合素质起影响性作用，在提高医学生的综合素质方面，唇腭裂序列治疗平台具有积极意义。 |
| 英文摘要: |
| Objective To explore the feasibility and preliminary effect of improving the comprehensive quality of medical students by introducing the teaching model of cleft lip and palate treatment platform in medical education. Methods A total of 40 grade two undergraduates of Shantou University medical college were randomly divided into experimental group (n=20) and control group (n=20). The students in the experimental group were the volunteers of Cleft lip and palate treatment center, receiving the characteristic idea and methods in clinical teaching. The control group received conventional teaching. The evaluation indicators, including the intellectual quality (60 points), moral quality (15 points), humanistic quality (5 points), physical and mental quality (10 points), social practice (10 points), were quantified by fuzzy evaluation method and a professional evaluation team was set up to evaluate the effect of teaching. SPSS 19.0 was used to perform t test for comparison between the two groups. Results The average scores of the above items in the experimental group were respectively (51.477±2.381), (10.613±0.169), (4.228±0.124), (8.677±0.296), and (8.565±0.421), and the average total score was (83.559±2.333); the average scores of above items in the control group were respectively (49.746±3.176), (10.268±0.266), (4.008±0.195), (8.207±0.354), and (7.575±0.321), and the average total score was (79.804±3.510). Statistical difference was found in all scores except the intellectual quality score between the two group (P<0.05). Conclusion Though no significant difference was found in the intellectual quality, the other qualities have played important roles in improving medical students' comprehensive quality. It is significant to improve the medical students' comprehensive quality by the method of cleft lip and palate treatment platform. |
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