诊断学教学中医学生临床思维能力培养的探索  

Culturing on the ability of clinical thinking in practicing lessons of diagnostics

作　　者：周汉建[1] 田虹[2] 温景芸[1] 郭云蔚[1] 熊肇军[1] 林文晖[1] 

机构地区：[1]中山大学附属第三医院诊断学教研室,广州510630 [2]中山大学附属第三医院内科学教研室,广州510630

出　　处：《中华医学教育杂志》2010年第4期600-602,共3页Chinese Journal of Medical Education

基　　金：中华医学会医学教育分会2007年度医学教育研究立项课题“诊断学实习生临床思维能力的培养探索”（07LJ14-11）

摘　　要：目的探讨实施诊断学案例教学对培养医学生临床思维能力的效果。方法将在中山大学附属第三医院进行诊断学见习的2006级临床医学专业130名学生随机分为实验组（66名）和对照组（64名），两组学生分别采用典型案例教学方法及传统教学方法。教学结束后，对两组学生的病例考核成绩、平时考核成绩、体格检查考核成绩、标本考核成绩、理论考核成绩、病例分析考核成绩和总成绩进行比较。结果比较实验组与对照组学生的病例考核成绩、平时考核成绩、体格检查考核成绩、标本考核成绩，其差异均无统计学意义；而实验组学生的理论考核成绩、病例分析考核成绩和总成绩则优于对照组学生，其差异具有统计学意义，P〈0．05。问卷调查结果显示：84．4％的学生对案例教学评价“很好”，12．5％的学生对案例教学评价“好”，3．1％的学生对案例教学评价“一般”。结论开展案例教学有助于医学生对物理诊断和实验诊断教学内容的连贯理解和掌握，有利于医学生临床思维能力的培养，有利于诊断学教学质量的提高。Objective For the current shortcomings in clinical probation of diagnostics, cussed the effect of case-based teaching in practicing lessons of diagnostic was discussed. Methods 130 students were randomly divided into two groups. 66 students in the experimental group were used case-based teaching,64 students in the control group were used traditional teaching. A comparison was made between the two groups in terms of the scores. Results It showed that there were no significant differences in scores of diagnostics, including the scores of histories, physical examination, samples between the experimental group and the control group. The scores of theories, case-analyzing and total scores obtained by experimental group were higher than those by the control group, P 〈 0.05. The questionnaires showed that the casebased teaching was welcome by the students. The manner＇ s satisfactions was 84.4%, 12.5% ,3. 1%. Conclusions The methods of case-based teaching helped the students well understand and master the contents of physical and laboratory diagnostics, enhance the ability of clinical thinking as well as promoting the teaching qualities of diagnostics.

关 键 词：诊断学 临床见习 案例教学 临床思维能力 

分 类 号：R-4[医药卫生]