引用本文:井然,黄颖,欧雅莉,赵伊遐,李玲芳,夏珂.短视频情景式教学在心内科见习教学中的应用研究[J].中华医学教育探索杂志,2024,23(5):667-670
短视频情景式教学在心内科见习教学中的应用研究
Research on the application of short video scenery teaching method in the teaching of cardiology interns
DOI:10.3760/cma.j.cn116021-20230511-01742
中文关键词:  情景式教学  心内科  批判性思维能力
英文关键词:Scenery teaching method  Internal Medicine-Cardiovascular Department  Critical thinking ability
基金项目:中南大学教育教学改革研究基金项目(2021jy147、2022jy138)
作者单位邮编
井然 中南大学湘雅医院心血管内科长沙 410008 410008
黄颖 中南大学湘雅医院内科学诊断学教研室长沙 410008
教育部诊断学(课程群)虚拟教研室长沙 410008 
410008
欧雅莉 中南大学湘雅医院心血管内科长沙 410008 410008
赵伊遐 中南大学湘雅医院心血管内科长沙 410008 410008
李玲芳 中南大学湘雅医院心血管内科长沙 410008 410008
夏珂* 中南大学湘雅医院心血管内科长沙 410008 410008
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中文摘要:
      目的 探讨基于临床路径管理案例的短视频情景式教学在心内科见习教学中的应用。方法 选取2020年6月至2021年5月到中南大学湘雅学院心内科见习的30名医学生作为对照组,使用传统临床教学模式,另选取2021年6月至2022年5月见习的30名医学生作为观察组,使用基于临床路径管理案例的短视频情景式教学,对比两组学生出科考核成绩、满意度评价结果、教学效果、批判性思维能力提升情况及教学方法评分结果。采用SPSS 20.0进行卡方检验和t检验。结果 观察组学生出科考核成绩[理论:( 88.25±5.14)分 vs. (80.23±5.34)分;操作:(90.36±5.23)分 vs. (86.58±5.12)分]优于对照组,差异有统计学意义;观察组学生各方面教学效果与对照组比较,差异有统计学意义(P<0.05);观察组学生批判性思维能力评分优于对照组(P<0.05);观察组学生对教学方法的评分更高(P<0.05)。结论 情景式教学用于心内科见习教学中,可以提升医学生的批判性思维能力,满足临床需求,值得在诊断学教学中推广。
英文摘要:
      Objective To explore the application of short video situational teaching based on clinical pathway management cases in cardiology internship teaching.Methods 30 medical students who were interned in the Department of Cardiology of Xiangya Hospital of Central Souty University from June 2020 to May 2021 were selected as the control group, using traditional clinical teaching mode, and another 30 medical students from June 2021 to May 2022 were selected as the observation group. Short video situational teaching based on clinical pathway management cases was used to compare the performance evaluation results, satisfaction evaluation results, teaching effectiveness, improvement of critical thinking ability, and teaching method evaluation results of the two groups of students. Perform chi square test and t-test using SPSS 20.0.Results The results showed that the performance of the observation group students in the entrance examination [theoretical: (88.25±5.14) vs. (80.23±5.34); operational: (90.36±5.23) vs. (86.58 ± 5.12)] was better than that of the control group, and the difference was statistically significant; The observation group showed statistically significant differences in teaching effectiveness compared to the control group (P<0.05); The critical thinking ability score of the observation group students was better than that of the control group (P<0.05); The observation group students rated the teaching methods higher (P<0.05).Conclusions The use of situational teaching in cardiology internships can enhance the critical thinking ability of medical students, meet clinical needs, and is worth promoting in diagnostic teaching.
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