引用本文:乔鹏飞,张好刚,王夫景.基于多元评价的综合教学在普外科实习带教中的应用研究[J].中华医学教育探索杂志,2023,22(4):573-576
基于多元评价的综合教学在普外科实习带教中的应用研究
Application of comprehensive teaching based on multiple evaluation in general surgery practice teaching
DOI:10.3760/cma.j.cn116021-20210921-01250
中文关键词:  多元评价  综合教学  普通外科  实习生  教学效果
英文关键词:Multiple evaluation  Comprehensive teaching  General surgery  Intern  Teaching effect
基金项目:黑龙江省教育科学“十四五”规划 2022年度重点课题(GJB1422777);黑龙江省教育科学“十三五”规划2020年度重点课题(GJB1320192)
作者单位邮编
乔鹏飞* 哈尔滨医科大学附属第二医院普通外科哈尔滨 150001 150001
张好刚 哈尔滨医科大学附属第二医院普通外科哈尔滨 150001 150001
王夫景 哈尔滨医科大学附属第二医院普通外科哈尔滨 150001 150001
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中文摘要:
      目的 探讨基于多元评价的综合教学在普外科实习带教中的实践。方法 选取在哈尔滨医科大学附属第二医院普外科实习的83名学生,其中有40名实习生采用传统带教(对照组),有43名实习生采用基于多元评价的综合教学(试验组)。教学结束后,对两组实习生的理论知识和技能操作考核成绩进行评估,且带教教师对实习生综合能力进行评价,并评价教学满意度及教学反馈结果。采用SPSS 24.0进行t检验和卡方检验。结果 教学结束后,试验组实习生理论知识和技能操作考核成绩[(94.24±2.28)分、(92.33±2.58)分]均高于对照组[(90.56±2.37)分、(88.75±2.41)分]。两组实习生教学后的自主学习能力、独立思考能力、逻辑思维能力、团结合作能力、人文关怀能力评分均高于教学前,教学后试验组各能力评分均高于对照组(P<0.05)。试验组实习生对教学总满意率[95.35%(41/43)]高于对照组[75.00%(30/40)],差异有统计学意义(P<0.05)。试验组在提高实习生教学活动参与度、学习效率方面[97.67%(42/43)、90.70%(39/43)]均高于对照组[75.00%(30/40)、70.00%(28/40)],差异有统计学意义(P<0.05)。结论 在普外科实习带教中应用基于多元评价的综合教学,有助于提高实习生的理论知识和技能操作成绩,并可提升其综合能力及教学满意度,提高其学习积极性与效率,值得推广使用。
英文摘要:
      Objective To explore the practice of comprehensive teaching based on multiple evaluation in general surgery practice teaching.Methods A total of 83 students were selected from the General Surgery Department, The Second Affiliated Hospital of Harbin Medical University. Among them, 40 interns used traditional teaching (control group) and 43 interns used comprehensive teaching based on multiple evaluation (experimental group). After the teaching, the assessment results of the theoretical knowledge and skill operation of the two groups of interns were evaluated, and the instructor evaluated the comprehensive ability of the interns, and evaluated the teaching satisfaction and teaching feedback results. SPSS 24.0 was used for t-test and Chi-square test.Results After the teaching, the examination scores of interns' theoretical knowledge and skill operation in the experimental group [(94.24±2.28) points and (92.33±2.58) points] were higher than those in the control group [(90.56±2.37) points and (88.75±2.41) points]. The scores of independent learning ability, independent thinking ability, logical thinking ability, group cooperation ability, and humanistic care ability of interns in the two groups after teaching were significantly higher than those before teaching, and the scores of each ability in the experimental group were higher than those in the control group (P<0.05). The total satisfaction rate of interns in the experimental group [95.35% (41/43)] was higher than that in the control group [75.00% (30/40)], and the difference was statistically significant (P<0.05). The experimental group in improving the participation and learning efficiency of interns in teaching activities [97.67% (42/43), 90.70% (39/43)] was significantly higher than the control group [75.00% (30/40), 70.00% (28/40)] (P<0.05).Conclusion The application of comprehensive teaching based on multiple evaluation in general surgery practice teaching can help improve the interns' theoretical knowledge and skill operation performance, improve their comprehensive ability and teaching satisfaction, and improve their learning enthusiasm and efficiency, which deserves promotion and application.
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