阶梯式临床思维训练在诊断学见习教学中的实践应用  

Applying Clinical Thinking Training of Ladder Method in Practical Teaching of Diagnostics

作　　者：王成红[1] 姚晨姣[1] 邓芳[1] 彭小青[1] 张涛[1] 

机构地区：[1]中南大学湘雅三医院内科教研室,湖南长沙410013

出　　处：《西北医学教育》2015年第1期184-187,共4页Northwest Medical Education

摘　　要：在诊断学见习带教中引入阶梯式教学模式,按学生能力和教学进度设置渐进的阶梯,进行临床思维训练。通过执行整体规划、循序渐进的教学计划,使学生初步形成临床思维能力、具备综合分析能力,顺利进入下一阶段的临床专业课程学习。随机选择中南大学2008级临床八年制27名学生及2009级临床五年制87名学生为实验组,2007级临床八年制30名学生和2008级五年制88名学生为对照2组。对照组按传统教学模式采取部分临床思维训练,不加入整体式、阶梯式模式;实验组采取阶梯式临床思维训练方法进行教学。通过技能测试和传统考试检验2组学习效果,对成绩进行t检验。实验组技能测试成绩明显优于对照组,传统考试成绩最高分及平均成绩都优于对照组(P<0.005)。因此,改进教学方法,引入阶梯式教学模式,进行整体设计,修正临床思维训练,将有利于提高诊断学教学效果,培养医学生的综合分析能力和医学思维。Introducing ladder teaching mode into practical teaching of diagnostics,setting progressive ladders according to student＇s ability and teaching schedule and applying clinical thinking training on it.Through the implementation of the overall and step-by-step instruction plan,helping students of forming the clinical thinking ability,comprehensive analysis ability and smoothly into the next phase of clinical courses.Randomly selected class 2008 clinical 8years 27 and Class 2009 clinical 5year 87 students as experimental group and Class 2007 8years 30 and 2008 5year 88 students as the control group in Central South Hospital.The control group according to the traditional teaching mode to take the part of clinical thinking training,not to join the integral,ladder model;the experimental group adopt the teaching method of clinical thinking training ladder.Through the skills test and traditional test to test 2group learning effect,t test results.The experimental group skills to the test result was better than the control group,the traditional test scores the highest score and average score were better than the control group.The improvement of teaching methods,introducing the step type teaching mode,the overall design,correct clinical thinking training,will help to improve the effect of teaching diagnostics,the cultivation of comprehensive analytical ability of medical students and medical thinking.

关 键 词：诊断学 阶梯式 临床思维训练 

分 类 号：G642.44[文化科学—高等教育学]