情景模拟教学在新生儿科临床带教中的应用  

Application of Scene Simulation Teaching in the Clinical Teaching in the Department of Neonatology

作　　者：吕莹[1] 曲书强[1] 姜伟[1] 

机构地区：[1]哈尔滨医科大学附属第二医院儿内科,黑龙江哈尔滨150001

出　　处：《中国卫生产业》2017年第36期109-110,共2页China Health Industry

摘　　要：目的探讨情景模拟教学法在新生儿科临床带教中的应用和效果。方法依据开展情景模拟教学法的时间截点为依据,分为传统教学组即为对照组和情景模拟教学组即为实验组,对照组采用常规带教模式,实验组采用情景模拟教学模式,比较两组学生的理论成绩和实践成绩和对带教教师的评价。结果实验组的理论成绩和实践成绩均高于对照组,差异有统计学意义(P<0.05),且实验成绩上升更为显著。两组在对带教教师评价的成绩方面,差异有统计学意义(P<0.05),且实验组的评价成绩高于对照组。但在带教满意度方面,差异无统计学意义(P>0.05)。结论在新生儿科采用情景模拟教学法,能够规避新生儿科实习生的实践操作阻碍,提高学生的理论成绩和实践操作成绩,从而证明此教学法能够激发学生的学习兴趣值得在以后的教学过程中推广使用。Objective To study the application effect of scene simulation teaching in the clinical teaching in the department of neonatology. Methods The patients were divided into two groups according to the development time of scene simulation teaching, the control group and the experimental group respectively adopted the routine teaching model and scene simulation teaching model, and the theoretical and practice scores and evaluation to the teachers were compared between the two groups. Results The theoretical and practical scores in the experimental group were higher than those in the control group and the differences were statistically significant(P<0.05),and the scores in the experimental group were more obvious, and the difference in the evaluation to the teachers between the two groups was statistically significant(P<0.05), and the evaluation score in the experimental group was higher than that in the control group, but the difference in the teaching satisfactory degree between the two groups was not statistically significant(P>0.05). Conclusion The scene simulation teaching in the clinical teaching in the department of neonatology can avoid the practice operation obstacles of interns and improve the theoretical and practical scores of students thus proving that the method can motivate the learning interests of students, and it is worth promotion and application in the teaching course.

关 键 词：情景模拟教学 新生儿科 临床带教 应用 

分 类 号：R4[医药卫生—临床医学]