摘要
目的探讨情景教学模式在七年制儿科临床见习教学中的应用效果。方法选择在北京友谊医院儿科见习的首都医科大学2009级临床医学专业七年制学生（儿科见习时间2014年9月~2014年12月）,分为情景教学组（24名）和传统教学组（20名）。根据考试成绩来评价教学效果,并通过问卷调查形式了解情景教学对学生各方面的影响。结果情景教学组专业知识成绩为（89.2±3.6）分,高于传统教学组的（86.1±3.3）分,差异有统计学意义（P〈0.05）;但临床技能考核两组差异无统计学意义（P〉0.05）。问卷调查结果显示情景教学有助于培养及提高学生临床思维方式的形成,提高自学能力、解决问题能力。结论情景教学较于传统教学有明显的优越性,学生易于接受,积极主动性高,有利于长年制医学生临床思维的培养。
Objective To explore the application of situational teaching mode in the pediatric clinical probation for students of seven-year program. Methods Clinical professional seven-year program students, Grade 2009 of Capital Medical University（practiced in Department of Pediatrics during September 2014 to December 2014） were selected and divided into two groups, situational teaching group（24 students） and traditional teaching group（20 students）, situational teaching group was assigned to situational teaching group, traditional teaching group was assigned to traditional teaching group, the effectiveness of teaching was assessment by student test scores and influences of students were realized by questionnaire survey. Results Theory scores of situational teaching group was（89.2±3.6） scores, it was significantly higher than that of the traditional teaching group [（86.1 ±3.3） scores], the difference was statistically significant（P 〈0.05）. However, clinical skills between two groups were compared, the difference was not statistically significant（P 〉0.05）. Questionnaire survey results showed situational teaching promoted the skills of self-study, collaboration, clinical thinking mode and problem solving. Conclusion Compared with traditional teaching mode, situational teaching highlighted the superiority of high positive initiative of students, reliable acceptance and more helpful in culture of the clinical thinking.
出处
《中国医药导报》
CAS
2016年第7期149-152,共4页
China Medical Herald
基金
北京市优秀人才培养资助(2013D003034000004)
首都医科大学校长基金(13JYY82)
关键词
情景教学
临床见习
儿科
长学制教育
Situational teaching
Clinical probation
Pediatrics
Education of long schooling program
