“双导师制”在医学检验专业实践教学模式中的探索与创新  

Exploration and Innovation of Double Tutorial System in the Practical Education of Clinical Laboratory

作　　者：朱涛[1] 李锋[2] 宋欢霞 张锐[1] 孟菁菁[1] 苏绍红 吴永斌 ZHU Tao;LI Feng;SONG Huanxia;ZHANG Rui;MENG Jingjing;SU Shaohong;WU Yongbin(Department of Laboratory Medicine,The Fifth Affiliated Hospital of Zhengzhou University,Zhengzhou He’nan 450052,China;School of Teaching and Statistics,Zhengzhou University,Zhengzhou He’nan,450000,China)

机构地区：[1]郑州大学第五附属医院检验科,河南郑州450052 [2]郑州大学教学与统计学院,河南郑州450000

出　　处：《中国继续医学教育》2022年第13期153-157,共5页China Continuing Medical Education

基　　金：2018年河南省医学教育研究项目(wjlx2018061)。

摘　　要：目的探讨双导师制在医学检验专业实践教学模式中的应用及其对学生学习能力的影响。方法选择郑州大学医学院、新乡医学院三全学院、河南大学医学院2018、2019连续二届在郑州大学第五附属医院检验科实习学生为研究对象。2018届为文中试验数据,2019届为重复试验,时间均为1年。学生随机分为双导师指导组、单导师指导组。对照组实习生以单导师制模式指导,试验组在单导师制组的基础上,以笔者为总导师,施行双导师指导方案。通过理论考试,操作技能考核以及师生互评问卷等方式对研究结果进行量化比较。结果双导师制组学生理论和操作技能得分的最大值、均值、众数等特征值均明显高于单导师制组;双导师指导组在师生互评项目的评分上“优”的比例增加,单导师制和等级C最接近,双导师制和等级A最接近,师生互评满意度明显高于单导师指导组。结论与单导师组相比,双导师组的各项得分均明显增高,说明双导师指导模式对培养学生的临床实践能力及操作能力有积极影响;对推动多模式医学人才的培养、临床实践教学体系的改革与创新具有积极的促进作用。Objective The purpose of this study is to explore the application of double tutors system in practical teaching mode of clinical laboratory and its influence on students'learning ability.Methods The subjects of the study were selected from the Medical College of Zhengzhou University,Sanquan College of Xinxiang Medical College,and Medical College of He’nan University,who interned in the laboratory department of The Fifth Affiliated Hospital of Zhengzhou University for two consecutive sessions in 2018 and 2019.The 2018 session was the test data in the article,and the 2019 session was the repeated test,both of which lasted for one year.They were randomly divided into a double tutor guidance group and a single tutor guidance group.The interns in the control group were guided by the single tutor system,while the experimental group implemented the double tutor guidance scheme with the author as the general tutor on the basis of the single tutor system group.The research results were compared quantitatively by means of theoretical examination,operation skill examination and teacher-student mutual evaluation questionnaire.Results The maximum value,mean and mode of scores and skill assessment in the experimental group were significantly higher than those in the single tutor group.Compared with the single tutor group,the proportion of"excellent"in the double tutor group increased.The single tutor group was close to level C.The double tutor group was close to level A,of which the mutual evaluation satisfaction was significantly higher than the single tutor group.Conclusion Compared with the single tutor group,the scores of the double tutor group increased significantly,which indicates the positive effect on the students'clinical ability and operation ability and promotes the training of multimodal medical talents and the reform and innovation of clinical practice teaching system.

关 键 词：双导师制 医学检验 PBL 教学实践 郑州大学 检验科 教育 

分 类 号：G642[文化科学—高等教育学]