情景教学法在物理诊断学教学中的应用  

Application of scene teaching method in the teaching of physical diagnostics

作　　者：杨华[1] 方诗容[1] 梅永添[1] 

机构地区：[1]湖北民族学院附属民大医院呼吸内科,恩施445000

出　　处：《中华医学教育探索杂志》2013年第4期409-411,共3页Chinese Journal of Medical Education Research

基　　金：湖北民族学院科技学院教学研究项目（KY201117）

摘　　要：目的探讨情景教学法在物理诊断学教学中的应用效果。方法将2010级临床本科2个班共104人随机分为对照组（n=51）和实验组（n=53）。对照组采用传统教学法，实验组采用情景教学法进行教学。通过问卷调查和期末成绩来分析、评价教学效果。考试成绩结果以均数±标准差（面±s）表示，采用t检验进行比较；问卷调查结果采用∥检验进行比较，以P〈0．05表示差异有统计学意义。结果实验组和对照组期末成绩分别为（80．378±4．239）分和（77．529±4．743）分，两组差异有统计学意义（t=3．231，P=0．002）。实施情景教学法的学生认为提高了自学能力和临床思维能力的比例分别为84．90％和81．13％。结论在物理诊断学教学中情景教学法优于传统教学法，能够培养学生分析解决问题的能力，提高了教学质量。Objective To explore the teaching effect of scene teaching in physical diagnos- tics. Methods Totally 104 clinical medicine majors of five-year program were randomly divided into two groups： experimental group（ n = 53） and control group（ n = 51 ）. Students in experimental group were taught by scene teaching while those in control group by traditional teaching method. Teaching qualities were evaluated by final exam and questionnaire. Data of final exam were presented as mean ＋ SD and were calculated using student＇s t-test. Otherwise, statistical differences of questionnaire were calculated by Chi - square test. P 〈 0.05 was considered statistically significant. Results Average fi- nal exam score of experimental group （80.378 ± 4. 239） was better than that of control group （77. 529 ± 4. 743 ） , with significant differences between two groups （ t = 3.231, P = 0. 002 ）. Implementation of scene teaching method improved students self-learning ability and clinical thinking ability by 84.90% and 81.13% respectively. Conclusions Scene teaching in physical diagnostics is superior to tradi- tional teaching and can improve abilities of students in analyzing and solving problems.

关 键 词：情景教学法 传统教学法 物理诊断学 

分 类 号：R443[医药卫生—诊断学]