两种教学方法相结合在老年病科见习教学中的应用效果评价  

Application of two teaching methods in clinical clerkship in geriatrics

作　　者：葛伟[1] 王骞[2] 王晓明[1] 张倩[1] 薛明涛[1] 李翠[1] 王艳妮[1] 

机构地区：[1]第四军医大学西京医院老年病科,西安710032 [2]第四军医大学2012级临床医学专业,西安710032

出　　处：《中华医学教育杂志》2017年第3期407-410,共4页Chinese Journal of Medical Education

基　　金：国家自然科学基金（81471409、81271449）;中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2016年医学教育研究立项课题（2016A-QK002）;第四军医大学2012年度青年英才支持计划（[2012]-19）

摘　　要：目的评价以案例为基础学习（case．basedlearning，CBL）教学方法结合“是什么-为什么-怎么样-怎么办”（What-why-How-Howdo，W2H2）思维教学方法在老年病科临床见习中的教学效果。方法以在老年病科临床见习的45名学生为研究对象，随机分为CBL＋W2H2教学组（n=23）和传统教学组（n=22），分别进行临床带教。通过理论考核、病例书写考核及问卷调查比较两组教学效果。结果CBL＋W2H2教学组学生不仅在考核成绩上优于传统教学组学生，而且在学习主动性、医患沟通能力、学员自信心建立方面也优于传统教学组学生。结论CBL教学方法结合W2H2思维教学方法有助于提升老年病科见习的教学质量。Objective To investigate the effect of ease-based learning （CBL） and What-Why-How- How do （W2H2） thinking training in clerkship in geriatrics department. Methods 45 clerkship students in the department of geriatrics were randomly divided into CBL ＋ W2H2 teaching group （ n = 23） and traditional teaching group （ n = 22）. At the end of clerkship, theoretical examination, clinical case writing examination and questionnaire were carried out. Results The scores of students in CBL ＋ W2H2 teaching group were higher than those in traditional teaching group. In addition, the learning initiative, the ability of doctor-patient communication and self-confidence of students in CBL ＋ W2H2 teaching group were better than those in traditional teaching group. Conclusions Combined teaching methods of CBL and W2H2 thinking training can im- prove the teaching quality in the clinical clerkship in geriatrics department.

关 键 词：老年病学 临床见习 以案例为基础学习 教学方法 

分 类 号：R-4[医药卫生]