医学生对临床见习中诊断学新型教学模式认识状况的调查  

The understanding of application of new teaching models on the diagnostics practice class in medical students

作　　者：马瑞[1] 王玲珠[1] 吴娟娟[1] 高登峰[1] 寇惠娟[1] 张春艳[1] 金鑫[1] 张岩[1] 

机构地区：[1]西安交通大学第二附属医院心内科,710004

出　　处：《中华诊断学电子杂志》2017年第1期26-30,共5页Chinese Journal of Diagnostics(Electronic Edition)

基　　金：西安交通大学第二附属医院第四批教改项目(18)

摘　　要：目的调查临床医学生对见习中诊断学应用新型教学模式的认识,探讨适合现阶段临床医学生并能激发学生学习兴趣、提高实际能力的诊断学见习课的新型教学模式。方法以2012级临床医学五年制本科生69人为研究对象,均在2015年2—6月参加了诊断学大课及临床见习课的学习,2015年6月26—30日通过问卷调查的方式;研究临床医学生对诊断学见习课中应用以问题为导向的教学方法(PBL)、以团队为基础的教学方法(TBL)、案例为基础的教学模式(CBL)三种新型教学模式的认识,并对诊断学见习课教学中使用传统讲授式教学法(LBL)与新型教学模式的有效性进行评价。结果 186.96%(60/69)的学生对新型教学模式感兴趣;2TBL教学模式,学生对提高团队合作能力、分析问题能力、师生互动能力认可程度最高,分别占调查总人数的95.00%(57/60),85.00%(51/60)和81.67%(49/60);PBL教学模式,学生对提高分析问题能力、处理临床实践工作的能力、学习兴趣培养的帮助认可程度最高,分别占调查总人数的93.33%(56/60),88.33%(53/60)和88.33%(53/60);CBL教学模式,学生对提高处理临床实践工作能力、分析问题能力、学习兴趣培养的帮助认可程度最高,分别占调查总人数的100.00%(60/60),93.33%(56/60)和91.67%(55/60);3学生认为问诊及病历书写部分,LBL+TBL教学模式优于LBL+PBL及LBL+CBL,组间比较差异有统计学意义(χ~2=18.94,5.82,5.57;P<0.05);体格检查部分,LBL+TBL教学模式优于LBL+PBL及LBL+CBL,组间比较差异有统计学意义(χ~2=23.80,18.19;P<0.05);心电图检查部分,LBL+PBL及LBL+CBL教学模式优于LBL+TBL,组间比较差异有统计学意义(χ~2=7.38,6.13;P<0.05),但在该部分教学中,LBL+PBL和LBL+CBL教学模式组间比较差异无统计学意义(χ~2=20.08,1.02,0.55;P>0.05);实验室检查部分LBL+TBL、LBL+PBL及LBL+CBL三种教学模式比较差异无统计学意义(χ~2=22.00,12.91;P>0.05);超声检查部分LBL+CBL教学模�Objective To investigate the understanding of the application of new teaching models on the diagnostics practice class in the medical students and explore a medical teaching model on the diagnostics practice class,and to stimulate students＇ interest in learning and improve diagnostics capabilities. Methods Sixty-nine five-year undergraduate students of clinical medicine, who participated in the study of diagnostics in February 2015 to June were retrosoectively analysed through the way of questionnaire survey.The understanding of problem-based learning （ PBL ） , team-based learning （ TBL）, case-based learning （CBL） were studied and the effectiveness of the lecture-based learning （LBL） and the new teaching models was evaluated.Results （1）Sixty （86.96%） students were interested in new teaching models, and 9 （13.04%） students were not interested in. （2）There were 10 issues which connected with improving students＇ comprehensions. For the team-based learning mode, the students thought that it could improve the capability of teamwork （ 57/60）, the capability of analytical problem （ 51/60）, and the ability of teacher-student interaction （49/60）.For the problem-based learning mode, the students thought that it could improve the capability of analytical problem（56/60）, the capability in clinical practice （53/60）, and could help them to set up learning interests（53/60）.For the case based learning mode, the students thought that it could improve the capability in clinical practice（ 60/60）, the capability of analytical problem（56/60）, and could help them to set up learning interests （55/60）.（3）In the inquiry, medical records and physical examination class, LBL＋TBL teaching mode was more effective.In the ECG,LBL＋PBL and LBL＋CBL teaching modes were more effective.In the laboratory examination,there was no difference among the three different teaching models.In the UCG, LBL＋CBL teaching mode was more effective. Conclusions The new teaching models

关 键 词：学生 医科 新型教学模式 诊断学见习课 

分 类 号：G642.4[文化科学—高等教育学] R-4[文化科学—教育学]