Seminar教学法在血管外科研究生临床教学中的应用  

Application of seminar teaching method for graduate clinical teaching of vascular surgery

作　　者：张天华[1] 迟德财[1] 张雯[1] Zhang Tianhua, Chi Decai, Zhang Wen(The Second Affiliated Hospital of Harbin Medical University, Harbin 150010, Heilongjiang, China)

机构地区：[1]哈尔滨医科大学附属第二医院,黑龙江哈尔滨150010

出　　处：《中国高等医学教育》2018年第3期128-129,共2页China Higher Medical Education

摘　　要：目的:评价一种研讨式的教学模式(Seminar教学法)在血管外科研究生临床教学中的应用效果。方法:选择2010年9月-2015年4月接受临床培训的14名血管外科学专业型研究生为实验组,进行研讨式教学(Seminar教学法)。对照组则为随机挑选的同期学习的轮转科室研究生14名,进行以问题为导向的教学(PBL教学法)。培养结束后进行理论考试以及临床操作技能考试评价教学效果。结果:实验组学生的最后理论考试成绩、临床操作技能考试成绩均优于对照组,具有统计学差异。结论:Seminar教学法能更有效地调动学生的学习主动性,提高学生的应变能力,提高教学效果,值得进一步探讨和完善。To evaluate the application effect of a seminar-based teaching model（ Seminar teaching method） in chnical teaching of vascular surgery graduate students. Methods： Fourteen post-graduate students majoring in vascular surgery from September 2010 to April 2015 were selected to conduct seminar-based teaching （Seminar group）. The control group consisted of 14 randomly selected students of the same period who were studying in the rotational department and conducted question-oriented teaching （PBL group）. After the completion of the training, theoretical examinations and clinical operation skill tests are used to evaluate the teaching effect. Results： The results of the final theoretical test and clinical operation skills test in the Seminar group were better than those in the PBL group, with statistical differences. Conclusion： The Seminar teaching method can mobilize students＇ learning initiative more effectively, improve their adaptability, and improve teaching effectiveness. It is worth further discussion and improvement.

关 键 词：SEMINAR教学法 研究生教学 改革 讨论 

分 类 号：G643[文化科学—高等教育学]