“3+2”培训《临床综合课程》持续优化病例导入式教学研究  

Research on Continuous Optimization of Case Introduction in"3+2"Assistant General Practice Clinical Comprehensive Course

作　　者：王英 刚君 张东海 高颖花 马秀华 赵留庄 WANG Ying;GANG Jun;ZHANG Donghai;GAO Yinghua;MA Xiuhua;ZHAO Liuzhuang(Department of Scientific Education,Capital Medical University Daxing Teaching Hospital Science and Education Section,Beijing 102600;Dean’s Office,Capital Medical University Daxing Teaching Hospital Science and Education Section,Beijing 102600)

机构地区：[1]首都医科大学大兴教学医院科教科,北京102600 [2]首都医科大学大兴教学医院院部,北京102600

出　　处：《中国继续医学教育》2023年第6期135-140,共6页China Continuing Medical Education

基　　金：首都医科大学教育教学改革研究课题立项项目(2021JYY305)。

摘　　要：目的依据教学大纲编制供教师与学员参考的《临床综合课程》案例集、教学要点重点及修订教学PPT,强化“病例导入式”教学方式的应用以持续提高教学效果及均衡化。方法研究对象为承担北京市“3+2”助理全科医师培训任务的北京市远郊10区所有教学单位的2019级、2020级与2021级教师与学员。编制《临床综合课程》案例集、教学要点重点及修订教学PPT供2020级与2021级使用并收集使用后反馈意见再次修订。以2019级学员结业测验成绩为对照,比较分析3个年级学员的考试成绩,同时分析试题难度系数与区别度。结果2020级与2021级学员及授课教师对各讲以及具体课程的反馈意见优良率100%。对3个教学文件的34门课程的评价中,只有1门涉及内容较多的课程建议教学PPT需要及时更新与优化界面。2019级学员考试成绩大致为正态分布,而2020级与2021级学员均为正偏态分布且2021级更为明显,91.67%的学员测验成绩在75分以上,其中2019级与2020级比较χ^(2)=56.78,其中2019级与2021级比较χ^(2)=118.12,其中2020级与2021级比较χ^(2)=73.14,差异有统计学意义(P<0.05);2021级单位间差异明显试题为4个,2019级与2020级分别为12个与11个。比较3级学员间对试题的难度系数与区别度,差异有统计学意义(χ^(2)=19.4,P<0.01)与(χ^(2)=25.21,P<0.01)。结论学员及授课教师对3个教学文件基本满意,符合培养目标、促进了教学效果均质化、提高两级学员临床综合分析能力与对必备知识的掌握程度。但有的具体课程需要进一步优化。Objective According to the syllabus,compile the case collection,teaching key points and revised teaching PPT of Clinical Comprehensive Curriculum for teachers and students'reference,and strengthen the application of"case introduction"teaching method,so as to continuously improve the teaching effect and balance.Methods The subjects were teachers and students of grade 2019,2020 and 2021 from 10 teaching hospitals in suburbs of Beijing,which undertook the training task of"3+2"assistant general practitioners.Compiled the case collection,key teaching points and revised teaching PPT of clinical comprehensive curriculum for 2020 and 2021,and collected the feedback after use for revision again.Taking the completion test results of 2019 students as the control,compared and analyzed the test results of students in three grades,and analyze the difficulty coefficient and difference of test questions.Results The excellent and good feedback rate of students and teachers in 2020 and 2021 on each lecture and specific courses was 100%.In the evaluation of 34 courses of three teaching documents,only one course which involves more contents.It was suggested that the teaching PPT needs to update and optimize the interface in time.The test scores of class 2019 were roughly normal distribution,while the test scores of class 2020 and 2021 were positively skewed distribution,and the test scores of class 2021 were more obvious.91.67%of the students score above 75,where the comparison between class 2019 and class 2020 wasχ^(2)=56.78.The comparison between 2019 and 2021 wasχ^(2)=118.12,and the comparison between 2020 and 2021 wasχ^(2)=73.14,showing statistical differences(P<0.01).There were 4 questions for the class of 2021,12 questions for the class of 2019 and 11 questions for the class of 2020.The comparison of the difficulty coefficient and the degree of difference between the three level students showed that there were significant statistical differences(χ^(2)=19.4,P<0.01)and(χ^(2)=25.21,P<0.01).Conclusion The students and teacher

关 键 词：“3+2”助理全科医生规范化培训 临床综合课程 病例导入式 教学要点 案例集 试卷分析 

分 类 号：G726[文化科学—成人教育学]