引用本文:向可可1 刘翠2 冯海艳 2 黄梅1 向可琦1.以“岗位胜任力”为导向的混合式教学在儿科技能学教学中的应用[J].中华医学教育探索杂志,2020,(7):813~816
以“岗位胜任力”为导向的混合式教学在儿科技能学教学中的应用
Application of "post competence"-oriented mixed teaching in teaching of pediatric clinical skills
DOI:
中文关键词:  岗位胜任力  儿科技能  模拟教学  团队为基础的学习
英文关键词:Post competence  Pediatric clinical skills  Simulation teaching  Team-based learning
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作者单位
向可可1 刘翠2 冯海艳 2 黄梅1 向可琦1 1湖北省十堰市妇幼保健院新生儿科 4420002湖北医药学院临床技能教学培训中心十堰 442000 
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中文摘要:
      目的 探讨以“岗位胜任力”为导向,多种教学法在儿科技能学中的应用效果。方法 选取湖北医药学院2016级儿科专业30人为实验组,采取多种教学法(PBL、CBL、模拟教学、虚拟仿真教学、TBL);2015级儿科专业31人为对照组,采用传统教学进行儿科技能学授课。比较两组学生在校期间和临床实习阶段的儿科技能考核成绩和问卷调查结果。采用SPSS 20.0进行t检验、卡方检验。结果 实验组学生儿科技能考核成绩高于对照组(P<0.05),问卷调查显示,实验组学生的教学效果满意度、技能操作掌握度、提高学习兴趣和自学能力均优于对照组(P<0.05);儿科临床实习出科技能考核高于对照组(P<0.05),临床教师对实验组学生临床思维、医患沟通、团队合作、职业素养、工作适应能力的评价均高于对照组(P<0.05)。结论 以“岗位胜任力”为导向,多种教学运用于儿科技能教学,可激发学生学习兴趣、提高自学能力,有助于儿科技能操作的掌握和医学生岗位胜任力的培养,可在儿科技能教学中推广应用。
英文摘要:
      Objective To explore the application effect of the of multiple teaching methods in the teaching of pediatric clinical skills under the guidance of "post competence". Methods Thirty students of Pediatrics grade 2016 were selected as the experimental group in Hubei Medical University, and they were taught through multiple teaching methods, including PBL, CBL, simulation teaching, virtual simulation teaching, and TBL. Thirty-one students of Pediatrics grade 2015 were collected as the control group, who were taught with traditional teaching mode. The scores of pediatric skills examination and questionnaire survey during school and clinical internship were compared between the two groups. SPSS 20.0 was used to perform the t test and chi-square test. Results The experimental group scores were higher than those of the control group during school (P<0.05). The questionnaire survey showed that the experimental group was superior to the control group in terms of satisfaction with teaching results, mastery of skill operations, improvement of learning interest and self-learning ability (P<0.05). Examination scores of after-department skills in the experimental group was higher than that in the control group in pediatric clinical practice stage (P<0.05), and the clinical teachers' evaluation of clinical thinking, doctor-patient communication, teamwork, professional quality, and work adaptability of the experimental group were higher than those of the control group (P<0.05). Conclusion "Post competence" orientated multiple teaching methods were applied to the teaching of pediatric clinical skills, which can stimulate medical students' interest in learning, improve their self-learning ability, contribute to their mastery of pediatric clinical skills and the improvement of post competence, and it can be promoted and applied in the teaching of pediatric clinical skills.
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