引用本文:张国强,吴鸿伟,谢学虎,刘宁.LPC教学模式在五年制儿科外科学总论见习教学中的应用研究[J].中华医学教育探索杂志,2024,23(5):627-630
LPC教学模式在五年制儿科外科学总论见习教学中的应用研究
Application of LPC teaching model in basic surgery observership for pediatric medical students of five-year program
DOI:10.3760/cma.j.cn116021-20230707-01650
中文关键词:  LBL教学模式  LBL+PBL+CBL  儿科  外科学总论  见习教学
英文关键词:LBL teaching model  LBL+PBL+CBL  Pediatrics  Basic surgery  Observership teaching
基金项目:首都医科大学2023年校级教育教学改革研究课题(2023JYY150)
作者单位邮编
张国强* 首都医科大学附属北京友谊医院骨科中心北京 100050 100050
吴鸿伟 首都医科大学附属北京友谊医院普通外科北京 100050 100050
谢学虎 首都医科大学附属北京友谊医院骨科中心北京 100050 100050
刘宁 首都医科大学附属北京友谊医院骨科中心北京 100050 100050
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中文摘要:
      目的 探讨LPC即以课堂授课为基础的模式(lecture-based learning)、以问题为基础的模式(problem-based learning)和以案例为基础的模式(case-based learning)综合教学模式在五年制儿科外科学总论见习教学中的应用及教学效果。方法 选择在北京友谊医院见习外科学总论的首都医科大学2019、2020级五年制儿科专业69名学生作为研究对象。将其分为2组,33名学生作为试验组,采用LPC综合教学模式;36名学生作为对照组,采用LBL传统教学模式。分期完成授课及考核。对比两组学生的临床技能操作评分、临床思维能力、见习的积极性、对见习带教的满意度。采用SPSS 25.0进行t检验、卡方检验或秩和检验。结果 LPC组学生的临床技能操作评分为(99.91±0.29)分、临床思维能力评分为(91.06±5.93)分,都高于LBL组的(84.72±10.21)分和(84.31±7.98)分。见习的积极性良好,且差异具有统计学意义(P<0.05)。LPC组学生掌握外科学技能操作比例(100.0% vs. 63.9%)、掌握外科学无菌原则比例(100.0% vs. 69.4%)、增强临床能力比例(97.0% vs. 66.7%)、提高沟通能力比例(93.9% vs.72.2%)、增强查阅文献的兴趣比例(90.9% vs. 63.9%)、增强科研的兴趣比例(93.9% vs. 69.4%)、满意教学氛围比例(100.0% vs. 72.2%)、满意见习带教方法比例(100.0% vs. 63.9%)均优于LBL组。结论 LPC教学模式在五年制儿科外科学总论见习教学中的应用效果较LBL教学模式好,值得推广。
英文摘要:
      Objective To evaluate the teaching effects of a comprehensive LPC model (combining lecture-based learning, problem-based learning, and case-based learning) in the observership of basic surgery for pediatric medical students of the five-year program.Methods We divided 69 students of grades 2019 and 2020 majoring in pediatrics of the five-year program of Capital Medical University who were in the observership of basic surgery at Beijing Friendship Hospital into experimental group (n=33, adopting the LPC teaching mode) and control group (n=36, using the LBL teaching mode). Teaching and assessment were completed in stages. The two groups were compared in terms of clinical skill practice score, clinical thinking score, observership enthusiasm, and satisfaction with observership teaching. SPSS 25.0 was used for the t test, chi-square test, or rank sum test.Results The LPC group showed significantly higher scores in clinical skill practice [(99.91±0.29) vs. (84.72±10.21), P<0.05] and clinical thinking [(91.06±5.93) vs. (84.31±7.98), P<0.05] and significantly better enthusiasm for observership (P<0.05) compared with the LBL group. The LPC group was superior to the LBL group with respect to the proportion of students with proficiency in surgical skills (100.0% vs. 63.9%, P<0.05), the proportion of students with good literacy in aseptic surgical principles (100.0% vs. 69.4%, P<0.05), the proportion of improvement in clinical competency (97.0% vs. 66.7%, P<0.05), the proportion of improvement in communication ability (93.9% vs. 72.2%, P<0.05), the proportion of increase in interest in literature search and review (90.9% vs. 63.9%, P<0.05), the proportion of increase in interest in scientific research (93.9% vs. 69.4%, P<0.05), the proportion of satisfaction with learning atmosphere (100.0% vs. 72.2%, P<0.05), and the proportion of satisfaction with teaching methods (100.0% vs. 63.9%, P<0.05).Conclusions The LPC teaching model shows better effects than LBL in basic surgery observership teaching for pediatric medical students of the five-year program, which is worth promotion.
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