摘要
目的探讨“分层一协作”教学在重症监护病房（intensive care unit，ICU）硕士研究生临床带教中的效果。方法将2013年9月至2014年7月在广东省中医院芳村分院ICU实习的硕士研究生，按照轮训周期分为两组。学生入科后均进行摸底考试；针对新型教学组（21人），结合摸底考试成绩和学生攻读专业划分学习小组，实施“分层一协作”教学；传统教学组（19人），仍采用常规带教方式。轮训结束后，对两组学生进行出科理论考试，并发放自制的教师教学质量学生调查表。相关数据采用SPSS17．0处理，组间数据比较行t检验。结果新型教学组出科理论考试平均成绩为（78．35±3．13）分，高于传统教学组的（70．21±4．58）分，差异有统计学意义（P=-0．041）。问卷调查结果显示，新型教学组学生对教学内容、教学方法及教学效果的评价高于传统教学组，评分差异有统计学意义（P〈0．05）。结论在ICU临床带教中实施“分层-协作”教学，可调动学生的主观能动性，使不同知识结构的学生均可以融入到ICU的临床实习中，增强了其对ICU疾病的临床分析能力。
Objective To observe the application effect of ＂layered cooperation＂ teaching in clinical teaching in intensive care unit （ICU）. Methods The master graduate students who practiced in ICU of Fangcun branch of Guangzhou Provincial Hospital of Traditional Chinese Medicine form September 2013 to July 2014 were divided into two groups according to the rotation cycle. Diagnostic test was conducted to all the above students. The new teaching group （21 people） was determined according to the diagnostic test results and students＇ majoring to frm study group and the ＂layered cooperation＂ teaching was adopted, while the traditional teaching was used in the traditional clinical education group （19 cases）. In the end of the rotation training, a theoretical examination was conducted among the two groups of students, and the questionnaire of teachers＇ teaching quality was issued. The related data were processed by SPSS 17.0, and the data between groups were compared by t test. Results The examination result in the ＂layered cooperation＂ teaching group （78.35 ±3.13） were better than those in the traditional clinical education group （70.21±4.58） and the difference was statistically significant （P=0.041）. Survey results showed that the new teaching group students＇ evaluation to teaching content, teaching methods and teaching effectiveness was higher than traditional teaching group, and the score difference was statistically significant （P〈0.05）. Conclusion The ＂layered cooperation＂ teaching in the clinical teaching in intensive care unit （ICU） to mobilize the students＇ subjective initiative, so that students of different knowledge structure can be integrated into the clinical practice of ICU, and enhance then ability of clinical analysis of ICU disease.
出处
《中华医学教育探索杂志》
2016年第8期787-790,共4页
Chinese Journal of Medical Education Research
基金
2013年度中医药高等教育学会临床教育研究会临床教学科学研究课题（JYYJ）
关键词
重症监护病房
临床带教
硕士研究生
分层-协作
Intensive care unit
Clinical education
Master graduate students
Layered cooperation
