引用本文:刘凯1 曾俊2.以病例为基础的探究式-小组教学对提高医学生综合能力的实践[J].中华医学教育探索杂志,2020,(7):837~839
以病例为基础的探究式-小组教学对提高医学生综合能力的实践
Practice of case-based inquiry-group teaching model in improving comprehensive capability of medical students
DOI:
中文关键词:  医学生  冠心病  高血压  综合能力  教学模式
英文关键词:Medical students  Coronary heart disease  Hypertension  Comprehensive capability  Teaching mode
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作者单位
刘凯1 曾俊2 1四川大学华西医院心血管内科成都 6100412成都医学院 610500 
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中文摘要:
      目的 旨在探讨以心内科常见病例为基础的探究式-小组教学对提高医学生综合能力的实践。方法 选取2016年9月至2018年6月85名临床见习的医学生为研究对象,将其分为对照组40名和实验组45名;对照组予以传统教学进行心内科相关知识的教育,实验组予以冠心病、心绞痛、高血压、心衰病例为基础的探究式-小组教学;教学后均以调查问卷形式进行评价,比较两组教育效果。采用SPSS 18.0进行统计学分析。定性资料用卡方检验,定量资料行t检验。结果 实验组医学生对冠心病、高血压、心衰医学知识的综合运用能力评分及总分均明显高于对照组(P<0.05)。实验组医学生对教学的满意度以及认为对传统考试成绩有利;拓展知识面,培养综合能力;增强记忆,有助于提高学习效率;提高检索查阅文献和自学能力;培养沟通、交流和表达能力;培养提出、分析、解决临床问题能力;更多参与、活跃气氛,激发学习兴趣;提升团队协作精神,减少课外作业等方面均明显优于对照组(P<0.05)。结论 以病例为基础的探究式-小组教学有利于提高和培养医学生医学知识的综合运用能力,分析、解决问题的能力,沟通能力,团队协作精神和参与意识,可多方面激发和提高其综合能力。
英文摘要:
      Objective To explore the practice of inquiry-group teaching mode based on common cases in cardiology to improve the comprehensive capability of medical students. Method A total of 85 medical students in clinical probation from September 2016 to June 2018 were selected as subjects. According to different teaching modes, they were divided into the control group (n=40) and the observation group (n=45). The control group were educated by traditional teaching on related knowledge of cardiology, while the observation group were given inquiry-group teaching based on cases of coronary heart disease, angina pectoris, hypertension and heart failure. The teaching effect of the two groups were analyzed by t test and chi-square test through SPSS 18.0. Results The comprehensive application ability marks and total scores in the observation group were significantly higher than those in the control group (P<0.05). Moreover, in the aspect of teaching mode quantitative score (teaching satisfaction, expanding knowledge, innovation, memory, learning efficiency, access to literature and self-learning skills, communication and presentation skills, etc.), the observation group was significantly better than the control group (P<0.05). Conclusion The case-based inquiry-group teaching mode is conducive to improve and cultivate the comprehensive application ability of medical students. It can be used as a good additive in traditional teaching mode.
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