摘要
目的探讨多学科协作(multi-disciplinary team,MDT)模式下以循证医学为基础(evidence-based learning,EBL)教学法联合以案例为基础(case-based learning,CBL)教学法在全科医学教学实践中的应用效果。方法选取2020年11月—2021年1月黑龙江省医院临床医学专业120名医学生为研究对象,采用随机数字表法分组(含观察组学生60名,接受MDT联合EBL-CBL教学法教学;对照组学生60名,仅接受常规教学法教学),比较两种教学法对医学教育环境(dundee ready education environment measure,DREEM)评分、交流恐惧水平(personal report of communication apprehension,PRCA-24)评分和自主学习能力(采用自主学习能力测量表评估)的影响,比较两组学生接受不同模式教学后的理论知识与实践操作考核成绩,采用满意率评价量表评估两组学生对教学模式的满意率。结果观察组学生DREEM各维度评分均明显高于对照组,差异有统计学意义(P<0.05),PRCA-24评分明显低于对照组,差异有统计学意义(P<0.05),自主学习能力各维度(学习动机、学习合作能力、自我管理能力、信息素质)得分、考核成绩、总满意率均明显高于对照组,差异有统计学意义(P<0.05)。结论MDT联合EBLCBL教学法在全科医学教学实践中的应用效果显著,可改善医学教育环境,减轻医学生交流恐惧,提升自主学习能力、考核成绩和满意率。
Objective To explore the application effect of evidence-based learning(EBL)method and case-based learning(CBL)method in general medicine teaching practice under multi-disciplinary team(MDT)method.Methods A total of 120 medical students majoring in clinical medicine in Heilongjiang Provincial Hospital from November 2020 to January 2021 were selected as the research objects,and grouped by random number table method(including 60 students in the observation group,who received MDT combined with EBL-CBL teaching method,there were 60 students in the control group,who only accepted the conventional teaching mode),and compared the impact of the two teaching modes on the medical education environment measure(dundee ready education environment measure,DREEM)scores,personal report of communication apprehension(PRCA-24)scores,and autonomous learning ability(assessed by the autonomous learning ability inventory).The results of theoretical knowledge and practical operation were compared between the two groups of students after receiving different teaching modes,and the satisfaction rating scale was used to evaluate the satisfaction rate of the two groups of students to the teaching mode.Results The DREEM score of the observation group was significantly higher than that of the control group in all dimensions,with statistical significance(P<0.05),and the PRCA-24 score was significantly lower than that of the control group,with statistical significance(P<0.05).The scores of all dimensions of self-learning ability(learning motivation,learning cooperation ability,self-management ability,information quality),assessment results and total satisfaction rate were significantly higher than those of the control group,with statistical significance(P<0.05).Conclusion The application effect of MDT combined with EBL-CBL teaching method in general practice teaching practice is significant,which can improve the medical education environment,reduce the communication fear of medical students,and improve the self-learning ability,assessment scores
作者
魏成群
高展
薛睿
祝鸿雁
赵忠阳
WEI Chengqun;GAO Zhan;XUE Rui;ZHU Hongyan;ZHAO Zhongyang(Department of General Practice,Heilongjiang Provincial Hospital,Harbin Heilongjiang 150001,China;Department of Cardiovascular Medicine,the First Affiliated Hospital of Harbin Medical University,Harbin Heilongjiang 150001,China)
出处
《中国继续医学教育》
2023年第11期70-74,共5页
China Continuing Medical Education
基金
黑龙江省卫生健康委科研课题(2020-265)。
关键词
多学科协作
循证医学
案例
全科医学
教学模式
医学教育环境
交流恐惧
multidisciplinary collaboration
evidence-based medicine
case
general practice
teaching mode
medical education environment
communication of fear
