关于医学高校临床技能课程改革的探索与思考——以广西某医学高校为例  

Exploring and Concerning About Clinical Skills Curriculum Reform:Guangxi Medical University

作　　者：彭淑贤 曾志羽[2] 赖铭裕[3] 文宏[4] 郑慧蕾[5] 谭飞翔[3] 

机构地区：[1]广西医科大学信息与管理学院,广西南宁530021 [2]广西医科大学第一附属医院医院办公室,广西南宁530021 [3]广西医科大学第一附属医院教务部,广西南宁530021 [4]广西医科大学第一附属医院干部保健科,广西南宁530021 [5]广西医科大学第一附属医院体检部,广西南宁530021

出　　处：《中国继续医学教育》2017年第11期22-25,共4页China Continuing Medical Education

基　　金：2014年度广西高等教育教学改革工程项目(2014JGA120)

摘　　要：目的了解医学高校实行临床教学改革的现状,探讨如何进一步提高临床技能培训成效。方法对广西某医学高校2011~2015级(本科大一至大五)教改班学生进行问卷调查,收集并对比2011级(大五)教改班与非教改班学生的临床技能操作成绩。结果 64.64%的学生了解教改与非教改班的区别,33.15%表示只是一知半解。对人体系统临床知识的连续性85.64%的学生满意或基本满意,14.36%不满意。参加技能培训后,35.42%学生认为书本的理论知识对于操作很有帮助,57.29%觉得理论与实践没完全结合,7.29%认为理论与实际操作差距较大。对于临床技能中心的硬件设施,79.17%认为仅能满足普通教学需求,91.16%学生觉得4个人共用一个模拟人较合适。81.22%的学生要求技能考核公布每一环节的实际分数。2011级教改班与非教改班学生的操作成绩假设检验后,差异有统计学意义(P=0.043<0.05)。结论绝大多数学生认为临床技能教学改革对提高操作能力和培养综合素质有实际意义。明确技能改革的意义,建设教师团队,增加硬件设备,临床技能中心开放式管理等一系列的对策有助于提高技能培训成效。Objective This study investigates the status of the implementation of clinical teaching reform in a Guangxi medical university, and explores how to improve clinical skills training effectiveness. Methods The study researched education reform classes of grade 2011 to 2015 by questionnaire survey. Clinical skill scores of education reform classes and regular classes of grade 2011 were collected and compared. Results 64.64% of the students understand the difference between education reform classes and regular classes, 33.15% say they know only a little about them. 85.64% of the students are satisfied or basic satisfied with the clinical knowledge of the human system, but 14.36% of them are not satisfied. Participating in skills training, 35.42% of the students think that the theoretical knowledge is very helpful for the operation, 57.29% of them feel they don＇t fully combine theory with operation, 7.29% of them recognize the gap of theory and operation is larger. As to the hardware facilities of the clinical skill center, 79.17% of the students say they are merely sufficient for basic teachkng requirement, 91.16% of them feel that it is appropriate that four people share a simulation. 81.22% of the students require that the actually operated scores of links should be released. After the hypothesis test of the students in the 2011 reform class and the non reform class, the difference is statistically significant （P=-0.043〈0.05）. Conclusion Most of the students consider that the clinical teaching reform has practical significance to improve the operation ability and comprehensive quality. A series of countermeasures such as understanding the significance of the reform, teachers construction, increasing hardware equipment, skills training center open management can help to improve the training effect.

关 键 词：临床技能 课程改革 探索 

分 类 号：G642[文化科学—高等教育学]