分阶段培养在医学生综合临床能力培养中的应用  

The Application of Staged Teaching Method in Teaching of Comprehensive Clinical Ability

作　　者：朱丹丹[1] 王绍武[1] 张金玲 严艳[1] 

机构地区：[1]大连医科大学附属第二医院临床技能中心,大连116023

出　　处：《高校医学教学研究（电子版）》2017年第3期28-32,共5页Medicine Teaching in University (Electronic Edition)

基　　金：辽宁省教育科学"十三五"规划2016年度课题<以综合临床能力为目标的临床技能培训模式创新研究>(JG16DB095)

摘　　要：目的分阶段培养(三番式)教学方法在医学生综合临床能力培养中的应用效果。方法将大连医科大学2010级七年制学生随机分为两组,A组(170人)进行传统医学教育形式,B组(170人)进行分阶段培养(三番式)形式。比较两组学生临床技能操作考核成绩、临床思维考核成绩以及总成绩。两组间均数比较采用t检验。结果 B组学生临床技能成绩高于A组学生临床技能成绩,但统计学无明显差异(P=0.051),B组学生临床思维成绩高于A组学生临床思维成绩,具有统计学差异(P=0.007),B组学生的总成绩明显优于对照组学生,有明显的统计学差异(P=0.013)。结论采用分阶段培养(三番式)有助于提高教学质量和实习效果,尤其在培养学生解决临床实际问题能力和创新能力及临床思维能力上较传统医学教学模式有更明显优势。Objective To investigate the effect of staged teaching method in teaching of comprehensive clinical ability. Method 340 students were randomly divided into two groups：A group（N=170）was taught by traditional teaching method and B group（N=170）by staged teaching method. The total score of clinical thinking examination and technique examination was compared between the two groups,and teaching effects were investigated. Data of two groups were analyzed by using t test,and statistical significance was established at a P value of less than 0. 05. Results The scores in B Group are higher than A group of technique,but there is not statistical significance（P=0.051）. The scores in B Group are higher than A group of clinical thinking,there is statistical significance（P=0.007）. The scores in B Group are higher than A group of total scores,there is statistical significance（P=0.013）. Conclusion The staged teaching method could encourage the study interest of students,improve the ability to analysis problem,cultivate team spirit and elevate the ability of practice.

关 键 词：分阶段培养 综合临床能力 考核 

分 类 号：G642[文化科学—高等教育学] R-4[文化科学—教育学]