引用本文:庄乾宇,惠尚懿,李欣培,汪焰恩,王炜,姜英姿,罗林枝,张勤.“立体整合、医患共教、模拟实操”教学模式在脊柱外科教学中的应用[J].中华医学教育探索杂志,2023,(4):568~572
“立体整合、医患共教、模拟实操”教学模式在脊柱外科教学中的应用
Study on the application effects of the mode of "Multidisciplinary integration, Doctors & patients co-teaching, Simulated practice" in the teaching of spinal surgery
DOI:10.3760/cma.j.cn116021-20220305-01249
中文关键词:  立体整合  医患共教  3D打印  教学模型  脊柱外科  临床教学
英文关键词:Multidisciplinary integration  Doctors & patients co-teaching  3D printing  Teaching mode  Spine surgery  Clinical teaching
基金项目:中国医学科学院研究生教育教学改革项目(10023201800105);北京协和医学院研究生教学改革项目(PUMC-GS-2015005);北京协和医学院本科生教学改革项目(2015zlgc0122);北京协和医学院课程思政教学项目(2022kcsz0104)
作者单位邮编
庄乾宇中国医学科学院北京协和医院骨科北京 100730 100730
惠尚懿中国医学科学院北京协和医院麻醉科北京 100730 100730
李欣培西北工业大学机电学院西安 100124 100124
汪焰恩西北工业大学机电学院西安 100124 100124
王炜中国医学科学院北京协和医院骨科北京 100730 100730
姜英姿中国医学科学院北京协和医院教育处北京 100730 100730
罗林枝中国医学科学院北京协和医院教育处北京 100730 100730
张勤* 中国医学科学院北京协和医学院北京 100730 100730
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中文摘要:
      目的 探讨“立体整合、医患共教、模拟实操”教学模式在脊柱外科教学中的应用及效果。方法 选取2021年在北京协和医院外科实习的临床医学八年制学生64名作为研究对象。按照随机数字表法将其分为试验组(33名)与对照组(31名),试验组采用“立体整合、医患共教、模拟实操”的新教学模式,对照组采用常规教学方案。教学效果评价指标包括理论测试、解剖结构辨识测试及问卷调查分析。应用SPSS 22.0软件进行配对t检验及两独立样本t检验。结果 试验组授课后理论测试成绩(51.25±6.99)分及解剖结构辨识成绩(37.56±1.83)分均高于对照组(42.46±6.13)分和(30.37±3.46)分,差异有统计学意义(P<0.001)。调查问卷有效回收率100%,问卷结果显示:试验组在教学吸引力、课堂专注度、学习兴趣、学习效率、解剖辨识能力、发现解决问题能力及总体教学方式满意度方面均高于对照组(P<0.05)。结论 “立体整合、医患共教、模拟实操”教学模式可有效提高学生理论知识、学习兴趣、学习效率、实践操作和发现解决问题的能力,值得推广。
英文摘要:
      Objective To explore the application effects of the mode of "Multidisciplinary integration, Doctors & patients co-teaching, Simulated practice" in the teaching of spinal surgery.Methods A total of 64 eight-year program clinical medical students who practiced in Peking Union Medical College Hospital in 2021 were taken as research objects and randomly divided into experimental group (n=33) and control group (n=31). The experimental group received the new teaching mode of "Multidisciplinary integration, Doctors & patients co-teaching, Simulated practice", and the control group received regular teaching mode. At the end of teaching, the teaching effects were evaluated from several aspects, including the scores of theoretical examinations, anatomical marks identification tests, and anonymous questionnaires. SPSS 22.0 software was used for paired t-test and two independent-samples t-test.Results The theoretical test scores [(51.25±6.99) points] and anatomical structure identification scores [(37.56±1.83) points] of the experimental group were higher than those of the control group [(42.46±6.13) points and (30.37±3.46) points], and the differences were statistically significant (P<0.001). The effective recovery rate of the questionnaire was 100%. The results of the questionnaire showed that the experimental group was significantly higher than the control group in terms of teaching attractiveness, attention, learning interest, learning efficiency, anatomical identification ability, problem-finding and problem-solving ability and overall teaching method satisfaction (P<0.05).Conclusion The teaching mode of "Multidisciplinary integration, Doctors & patients co-teaching, Simulated practice" can effectively improve students' theoretical knowledge, learning interest, learning efficiency, operation proficiency and problem-finding and problem-solving ability, which is worth promoting.
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