多元化教学在《诊断学》理论授课与临床见习中的应用  

The application and research diversified teaching methods in the teaching of diagnostics and clinical probation

作　　者：庄丽维[1] 于欣[1] 吴云[1] 王瑞峰[1] 金寿德[2] 王晓云[3] Zhuang Liwei Yu Xin Wu Yun Wang Ruifeng Jin Shoude Wang Xiaoyun(Department of Gastroenterology, the Fourth Affiliated Hospital of Harbin Medical University, Harbin 150001, China Department of Respiratory Medicine, the Fourth Affiliated Hospital of Harbin Medical University, Harbin 1.50001, China Department of Cardiology, the Fourth Affiliated Hospital Harbin University, Harbin 150001, China)

机构地区：[1]哈尔滨医科大学附属第四医院消化内科,150001 [2]哈尔滨医科大学附属第四医院呼吸内科,150001 [3]哈尔滨医科大学附属第四医院心内科,150001

出　　处：《中华医学教育探索杂志》2017年第10期1006-1010,共5页Chinese Journal of Medical Education Research

基　　金：2014年黑龙江省高等教育学会＂十二五＂高等教育科学研究规划课题（14G056）

摘　　要：目的 探讨多元化教学在《诊断学》理论授课与临床见习中的应用及效果.方法 将本科临床医学专业100名学生随机分为两个班,每班50人.传统班依照既有方式授课.实验班以《诊断学》教材为基础,应用PBL,师生共享教学资源,进行理论教学;应用电子模拟人与标准化病人,结合临床实践,开展临床见习.通过客观结构化临床考核和问卷调查,对两个班级学生学习情况进行分析;应用R 3.3.3对两个班数据行t检验或χ2检验.结果 考核结果显示,实验班学生OSCE考核各项目平均成绩均为优秀水平;各项考核平均成绩均高于传统班学生,且差异有统计学意义（P〈0.05）.问卷结果显示,实验班学生对自身所受教学方式各方面满意度,均高于传统班学生（P〈0.05）.结论 多元化教学有利于促进学生理论联系实践,有利于其形成临床诊疗思维和独立解决问题能力.Objective To probe into the effect of diversified teaching methods in the teaching of di-agnostics and clinical probation.Methods One hundred clinical undergraduates were randomly divided in-to experimental class （fifty students） and traditional class （fifty students）. The experimental class was based on the textbook of diagnostics.It used PBL to share teaching resources with teachers and students,and used electronic simulation and standardized patients to carry out clinical probation in combination with clinical practice. Through the objective structured clinical examination and questionnaire survey, students＇ learning situation of two classes was analyzed. R 3.3.3 was used to perform t test or χ2test for the data of two classes. Result The evaluation results show that the average scores of the students in the experimental class OSCE are excellent, and the average scores of the tests are higher than those of the traditional class, and the difference is statistically significant （P〈0.05）. The result of questionnaire showed that the students of experimental class were more satisfied than the traditional class students （P〈0.05） in all aspects. Conclusions Diversified teaching methods are beneficial to cultivating students＇ theoretical practice trans-formation ability,clinical thinking ability and independent problem solving ability.

关 键 词：多元化教学 临床见习 模拟教学 

分 类 号：R4[医药卫生—临床医学]