引用本文:杨琳琳1 谢军1 王大明2 于德新2 谢栋栋2 张志强2.全景式教学在全科医学临床教学中的实践[J].中华医学教育探索杂志,2020,(7):847~851
全景式教学在全科医学临床教学中的实践
Application of panoramic teaching in clinical education of family practice
DOI:
中文关键词:  全景式教学  临床教学  全科医学  医学教育
英文关键词:Panoramic teaching  Clinic practice  Family practice  Medical education
基金项目:
作者单位
杨琳琳1 谢军1 王大明2 于德新2 谢栋栋2 张志强2 1合肥市第二人民医院全科医学科 2300322安徽医科大学第二附属医院/第二临床学院泌尿外科 合肥 230601 
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中文摘要:
      目的 探讨全景式教学在全科医学实习教学中的应用效果。方法 2017年10月至2018年10月期间,选取在我院全科医学科进行临床实习的本科生40名为研究对象,以教学方法不同分为实验组和对照组。实验组采用全景式教学,包括案例教学、情景设计、情景模拟与拓展等环节,而对照组采用传统教学模式。实验组和对照组均为20人,教学结束后,对两组学生分别采用理论考试、实践考试、问卷调查的方法评估教学效果。利用SPSS 16.0统计软件进行统计分析,两组间比较采用t检验。结果 在临床实习成绩方面,实验组学生理论考试[(85.4±3.3) vs. (82.5±2.5)]、技能操作成绩[(31.5±3.5) vs. (27.6±2.2)]均高于对照组;在学生满意度问卷调查方面,理论知识学习[(7.7±0.9) vs. (6.8±0.7)]、基本操作学习[(7.8±0.9) vs. (6.7±0.7)]、学习兴趣[(8.1±0.7) vs. (6.9±0.7)]、自主学习能力[(7.7±0.7) vs. (7.1±0.6)]、师生沟通[(7.6±0.8) vs. (6.8±0.7)]、医患沟通[(7.5±0.6) vs. (7.0±0.8)]、医学人文精神[(7.9±0.7) vs. (6.8±0.7)]、团队协作[(8.2±0.6) vs. (6.5±0.5)]及教学方法总体满意度[(8.4±0.5) vs. (7.4±0.7)]方面,实验组评分均高于对照组,差异有统计学意义。结论 全景式教学能够显著提高全科医学实习生的理论及技能操作成绩,改善全科医学临床教学的教学效果,提高实习医生对临床教学的满意度和兴趣。
英文摘要:
      Objective To explore the application of panoramic teaching in clinical practice. Methods From October 2017 to October 2018, 40 clinical undergraduate interns were collected into the experimental group (panoramic teaching group, n=20) and the control group (traditional teaching group, n=20). The experimental group received panoramic teaching including case teaching, scenario design, and situational simulation, while the control group adopted traditional teaching mode. After the internship, theoretical and operational examinations, and questionnaire survey were conducted to evaluate the teaching effects of the two teaching modes. The data were collected and analyzed by t test using SPSS 16.0 software. Results The results showed that theoretical examination [(85.4±3.3) vs. (82.5±2.5)] and clinical operational examination [(31.5±3.5) vs. (27.6±2.2)] scores in the panoramic teaching group were significantly higher than that in the traditional teaching group. The questionnaire survey on the satisfactions with teaching mode showed that the panoramic teaching group was significantly better than the traditional teaching group in theory learning [(7.7±0.9) vs. (6.8±0.7)], clinical practice[(7.8±0.9) vs. (6.7±0.7)], learning interest [(8.1±0.7) vs. (6.9±0.7)], self-learning ability [(7.7±0.7) vs. (7.1±0.6)], teacher-student communication ability [(7.6±0.8) vs. (6.8±0.7)], doctor-patient communication ability [(7.5±0.6) vs. (7.0±0.8)], medical humanistic spirit [(7.9±0.7) vs. (6.8±0.7)], group working [(8.2±0.6) vs. (6.5±0.5)], humanistic concern [(8.4±0.5) vs. (7.4±0.7)], and total satisfactions [(8.4±0.5) vs. (7.4±0.7)]. Conclusion Panoramic teaching can significantly improve the theoretical and operational performance of family practice interns, enhance the effect of clinical teaching of family practice, and increase students’ interest and satisfaction in clinical teaching.
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