引用本文:王勤,周恍,张弟源,朱欣婷,梁星.S-PAL模式自主练习在检体诊断学实验教学中的应用研究[J].中华医学教育探索杂志,2024,23(5):683-687
S-PAL模式自主练习在检体诊断学实验教学中的应用研究
Application of S-PAL model- based autonomous practice in experimental teaching of physical diagnostics
DOI:10.3760/cma.j.cn116021-20231021-01709
中文关键词:  检体诊断学  学生标准化病人  同伴互助模式  本科教学
英文关键词:Physical diagnostics  Student standardized patient  Peer-assisted learning model  Undergraduate teaching
基金项目:重庆医科大学国际医学院“明日杯”师生共创教学科研创新项目
作者单位邮编
王勤 重庆医科大附属第二医院呼吸科重庆 400010 400010
周恍 重庆医科大学附属第二医院心内科重庆 400010 400010
张弟源 重庆医科大学第二临床学院重庆 400016 400016
朱欣婷 重庆医科大学附属第二医院心内科重庆 400010 400010
梁星* 重庆医科大学附属第二医院心内科重庆 400010 400010
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中文摘要:
      目的 探究S-PAL模式即学生标准化病人(student standardized patient, SSP)结合同伴互助学习(peer assisted learning,PAL)模式在检体诊断学实验教学中的应用及效果。方法 选择重庆医科大学84名2022级临床医学专业本科学生,分为试验组(44人)和对照组(40人)。试验组采用实验课+S-PAL模式自主练习,对照组采用实验课+传统自主练习,完成后进行成绩考核、教学反馈及满意度调查。采用SPSS 27.0进行t检验、卡方检验或Fisher确切概率法检验。结果 两组学生在年龄、性别、课程绩点、培训前理论成绩方面对比差异无统计学意义。试验组学生考核成绩[(66.34±15.45)分]高于对照组[(55.12±15.02)分],差异有统计学意义。Mini-CEX评估临床技能优于对照组学生。试验组对教学满意度总体评价较对照组更高,试验组对S-PAL模式自主练习方法接受度高。结论 S-PAL模式可提高医学本科生检体诊断学的学习成绩及教学满意度,同时提高学生的医患沟通能力,是一种良好的自主学习模式,可作为检体诊断学教学的补充。
英文摘要:
      Objective To investigate the effectiveness of the S-PAL model (combining a student standardized patient with peer assisted learning) in experimental teaching of physical diagnostics.Methods Eighty-four undergraduate students of grade 2022 in clinical medicine of Chongqing Medical University were divided into experimental group (n=44, experimental class teaching combined with S-PAL model-based autonomous practice) and control group (n=40, experimental class teaching combined with traditional autonomous practice). Performance evaluation and teaching feedback and satisfaction survey were conducted. SPSS 27.0 was used to perform the t-test, chi-square test, and Fisher's exact test.Results There were no significant differences between the two groups in terms of age, sex, the grade point average, and pre-training theoretical scores. The academic assessment score of the experimental group (66.34±15.45) was significantly higher than that of the control group (55.12±15.02). The experimental group was superior to the control group in clinical skills assessed with the mini-clinical evaluation exercise. The experimental group had a higher degree of satisfaction with teaching than the control group. The experimental group highly accepted autonomous practice based on the S-PAL model.Conclusions The S-PAL model can improve medical undergraduates' academic performance and satisfaction with teaching in physical diagnostics, and also promote their doctor-patient communication skills, which is a good self-learning model as a complement to physical diagnostics teaching.
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