沙盘推演案例教学法在新发感染病教学课程中的应用  

Application of sand table extrapolation case pedagogy in teaching emerging infectious diseases

作　　者：李侗曾[1] 程香普[2] 梁连春[1] Li Tongzeng;Cheng Xiangpu;Liang Lianchun(Department of Infectious Disease,Beijing You'an Hospital,Capital Medical University,Beijing 100069,China;Department of Education,Beijing You'an Hospital,Capital Medical University,Beijing 100069,China)

机构地区：[1]首都医科大学附属北京佑安医院感染综合科,北京100069 [2]首都医科大学附属北京佑安医院教育处,北京100069

出　　处：《医学教育管理》2022年第2期205-209,共5页Medical Education Management

基　　金：2020年首都医科大学教育教学改革研究课题(2020JYJX181)。

摘　　要：目的 观察沙盘推演案例教学法在新发感染病课程教学中的应用效果。方法 选取2020年12月16日-12月25日于我院学习新发感染病的本科医学生80名,根据教学方法的不同,将学生随机分为对照组(n=40)和观察组(n=40)。对照组采用传统教学方法,观察组采用沙盘推演案例教学法,设计教学问卷,比较两组教学质量,并调查学生感兴趣的教学方法及对教学的满意度。结果 在教学质量方面,观察组学生在对新发感染病定义的认识、传播途径、流行的影响因素、防治对策等方面评分高于对照组,但差异未见统计学意义;观察组的新发传染病概论总分数高于对照组(514.4±75.9 vs. 463.4±77.3),差异有统计学意义(P<0.05),观察组与对照组之间在对新型冠状病毒肺炎(89.5±21.6 vs. 93.1±20.6)及其他新发感染病(67.0±18.4 vs. 62.0±18.0)方面的认识程度评分差异无统计学意义。观察组学生对教学方法的满意度(97.5%)高于对照组(87.5%)。学生最感兴趣的教学方法是多种教学方式的组合(60%),不拘泥于传统教学方式。结论 在新发感染病教学中采用沙盘推演案例教学法的教学模式效果理想,能提高一定的教学质量,但对于具体的新发感染病认知并不优于传统教学方法,故认为可将沙盘推演案例教学法与传统教学相结合同时应用。Objective To observe the efficacy of sand table extrapolation case pedagogy in teaching emerging infectious diseases. Methods From December 16, 2020 to December 25th, 80 medical undergraduates who studied emerging infectious diseases in our hospital were randomly divided into control group(n= 40) and observation group(n= 40)according to different teaching methods. The control group used traditional teaching methods, and the observation group adopted sand table extrapolation case pedagogy, and a teaching questionnaire was designed to compare the quality of teaching between two groups, and to investigate students, interests and their satisfaction with teaching. Results In terms of teaching quality, students in the observation group scored higher than those in the control group on the understanding of the definition of emerging infectious diseases, the transmission route, the influencing factors of the epidemic, and the prevention and control countermeasures, but the difference was not statistically significant. The total score of introduction of new infectious diseases was higher in the observation group than that in control group( 514. 4 ± 75. 9 vs. 463. 4 ± 77. 3), which was statistically significant(P< 0. 05). There was no significant difference between the observation and the control groups in response to a novel coronavirus pneumonia(89. 5±21. 6 vs. 93. 1±20. 6), and other emerging infectious diseases(67±18. 4vs. 62±18. 0) on the recognition level were not significantly different. Students in the observation group were more satisfied with the teaching method than those in the control group( 97. 5% vs. 87. 5%). The teaching method of most interesting to the students was a combination of multiple teaching styles(60%) with no restraint in traditional teaching styles. Conclusion The teaching mode of using the sand table extrapolation case pedagogy in teaching emerging infectious diseases was highly effective and could improve the quality of teaching. However, for specific emerging infectious diseases cogniti

关 键 词：沙盘推演案例教学法 新发感染病 教学应用 

分 类 号：G642[文化科学—高等教育学] R4[文化科学—教育学]