引用本文:李文涛1 胡楚源2 黎雨1 柯斓1 柳广南1 谭小玉1 郑厚文1 陈俊健1.情景模拟联合视频反馈在诊断学心、肺、腹见习中的应用[J].中华医学教育探索杂志,2020,(7):840~843
情景模拟联合视频反馈在诊断学心、肺、腹见习中的应用
Application of situational simulation combined with video feedback in cardiopulmonary and abdominal probation of diagnostics
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中文关键词:  情景模拟  视频反馈  诊断学  心、肺、腹见习
英文关键词:Situational simulation  Video feedback  Diagnostics  Cardiopulmonary and abdominal probation
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作者单位
李文涛1 胡楚源2 黎雨1 柯斓1 柳广南1 谭小玉1 郑厚文1 陈俊健1 1广西医科大学第二附属医院诊断学教研室呼吸与危重症医学科南宁 5300072广西卫生职业技术学院护理专业南宁 530000 
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中文摘要:
      目的 探讨情景模拟联合视频反馈的教学在诊断学心、肺、腹见习中的应用价值。方法 将广西医科大学第二临床医学院2016级五年制临床专业学生随机分为实验组112人、对照组112人。实验组采用情景模拟联合视频反馈的教学方法:即2名学生根据分配疾病角色扮演“医师与患者”,进行相应的问诊及查体,当中融合正反两面视频教学,规范学生们的查体手法;对照组采用传统教学方法学习心、肺、腹见习内容。两组通过统一标准化的理论考试成绩、病例分析成绩、临床技能操作成绩进行教学效果评价,同时对112名实验组学生进行不记名的调查问卷。采用SPSS 22.0软件进行检验。结果 实验组学生的理论成绩(90.12±0.94)分、病例分析成绩(9.30±0.10)分、临床技能操作成绩(93.50±0.72)分均优于对照组(83.20±1.66)分、(8.10±0.11)分、(85.00±1.75)分,差异有统计学意义(P<0.05)。发出112份问卷星,全部回收,有效率达100%。其中回答“是”所占比例:“加深对知识的掌握及应用”(占91.1%)、“培养临床思维”(占97.3%)、“提高医患沟通能力”(占87.5%)、“课前准备工作需要较多时间”(占93.8%)、“调动学习的主动性与积极性”(占80.4%)、“提高学习兴趣”(占83.0%)。结论 在诊断学心、肺、腹见习中,情景模拟联合视频反馈的教学方法有利于促进学生夯实理论基础,规范体格检查手法,培养临床思维及提高医患沟通能力,但课前需要占用学生们大量的时间准备,如果未能合理安排,那么教学效果会事倍功半,降低学生学习兴趣及主动性、积极性。
英文摘要:
      Objective To investigate the effect of situational simulation combined with video feedback in cardiopulmonary and abdominal clinical probation of diagnostics. Methods Two hundred and twenty-four clinical undergraduates from the second affiliated hospital of Guangxi Medical University were randomized into the experimental group (n=112) and the control group (n=112). The experimental group applied situational simulation combined with video feedback methods in the cardiopulmonary and abdominal clinical probation. In other words, according to the assignment of diseases, two students played the role of "physician and patient "and conducted corresponding consultation and physical examination, in which the positive and negative video feedback were integrated to standardize students' physical examination skills. The control group adopted conventional teaching method. The teaching effect of the two groups was evaluated through unified and standardized scores of theoretical tests, cases analysis, and clinical skills operation, and the experimental group was conducted anonymous questionnaires to 112 students. SPSS 22.0 was used to perform the t test. Results The evaluation results show that the average scores of theoretical tests (90.12±0.94), cases analysis (9.30±0.10) and physical examination (93.50±0.72) in the experimental group are higher than those of the control group, (83.20±1.66), (8.10±0.11), (85.00±1.75), respectively, with statistical significance (P<0.05). All 112 questionnaires were collected, with an effective rate of 100%. The percentage of "yes" respondents is as follows, 91.1% of "Enhancing the mastery and application of knowledge"; 97.3% of "Cultivating clinical thinking"; 87.5% of "Improving doctor-patient communication skills"; however, there are 93.8% students believe that this new teaching approach takes more time to prepare before class, consequently, their initiative and enthusiasm of study and learning interest have slid into decline, with percentage of 80.4% and 83.0%, respectively. Conclusion The teaching method of situational simulation and video feedback in cardiopulmonary and abdominal clinical probation of diagnostics is beneficial to enhance students' understanding and mastery of theoretical knowledge, standardize physical examinations, cultivate clinical thinking ability and improve the doctor-patient communication skills. However, it takes a lot of time for students to prepare before class. If they fail to make reasonable arrangements, the teaching effect will be half the effort and students' initiative and enthusiasm of learning will be reduced.
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