视频反馈教学方法在临床医学专业实习学生外科换药技能培训中的应用  

Application of video feedback teaching method in surgical dressing changing skills training for medical students

作　　者：陈晨 张大学 任淑群 阳世伟 Chen Chen;Zhang Daxue;Ren Shuqun;Yang Shiwei(School of Nursing,Anhui Medical University,Hefei 230031,China;Shenzhen Second People's Hospital&The First Affiliated Clinical Hospital of Shenzhen University,Teaching Affair Office,Shenzhen 518000,China;Anhui Medical University School of Nursing,Department of Surgical Teaching and Research,Hefei 230031,China)

机构地区：[1]安徽医科大学护理学院,合肥230031 [2]深圳市第二人民医院深圳大学第一附属医院教学办公室,深圳518000 [3]安徽医科大学护理学院外科教研室,合肥230031

出　　处：《中华医学教育杂志》2023年第3期186-189,共4页Chinese Journal of Medical Education

基　　金：广东省临床教学基地教学改革研究项目(2019JD101);深圳大学教改研究项目(YXBJG201905)。

摘　　要：目的分析视频反馈教学方法在临床医学专业实习学生外科换药技能培训中的效果。方法采用试验对照方法。2020年4至6月和2021年2至5月,征集自愿参加本研究的在深圳市某综合性大学附属医院实习的2016级和2017级五年制临床医学专业47名学生为研究对象,采用随机数字法将其分为试验组23人和对照组24人。试验组学生采用视频反馈教学方法;对照组采用基于示范与练习的传统教学方法。通过换药操作技能成绩和教学方法满意度问卷调查结果评价培训效果。采用t检验和χ^(2)检验进行数据分析。结果培训前试验组和对照组学生成绩差异无统计学意义[(81.61±9.27)分比(82.79±8.33)分,P=0.646],培训后试验组学生增长的成绩高于对照组[(10.87±7.56)分比(5.08±8.67分)],差异具有统计学意义(P<0.05)。问卷调查结果显示,试验组学生在教学方法有助于提高独立思考能力[(4.26±0.45)分比(3.75±0.74)分]、活跃课堂气氛[(4.13±0.69)分比(3.46±0.72)分]、加深对换药知识理解[(4.13±0.63)分比(3.46±0.88)分]、提高学习兴趣[(4.13±0.69)分比(3.33±1.01)分]、增强人文关怀意识[(4.27±0.63)分比(3.71±0.86)分]的评分均高于对照组,差异均具有统计学意义(均P<0.001)。结论视频反馈教学方法有助于提高临床医学生换药操作技能成绩和教学方法满意度,得到了学生认可。Objective To analyze the effect of video feedback teaching method in the training of surgical dressing changing skills for medical students.Methods The experimental control method was adopted.From April to June 2020 and February to May 2021,47 five-year clinical medicine students enrolled from 2016 to 2017 who volunteered to participate in the study in the affiliated hospital of a comprehensive university in Shenzhen were recruited as research objects,and were randomly divided into 23 students in the experimental group and 24 students in the control group by random number method.The video feedback teaching method was used for the experimental group whereas the traditional teaching method based on demonstration and practice was used for the control group.The training effect was evaluated by the results of questionnaire survey on dressing changing skills and satisfaction with teaching methods.The final results between the two groups were compared using the t-test or the chi-square.Results There was no significant difference in the scores of the experimental group and the control group before training[(81.61±9.27)vs.(82.79±8.33),P=0.646].The experimental group's students'performance before and after training was higher than that of the control group[(10.87±7.56)vs.(5.08±8.67)],and the difference was statistically significant(P<0.05).The questionnaire survey results show that the teaching methods of the students in the experimental group help to improve their independent thinking ability[(4.26±0.45)vs.(3.75±0.74)],active classroom atmosphere[(4.13±0.69)vs.(3.46±0.72)],deepened understanding of dressing change knowledge[(4.13±0.63)vs.(3.46±0.88)],improved scores of interest[(4.13±0.69)vs.(3.33±1.01)]and enhancing humanistic care awareness[(4.27±0.63)vs.(3.71±0.86)]than those in the control group,and the differences were statistically significant(all P<0.001).Conclusions Video feedback teaching method is beneficial to improve clinical medical students'performance in dressing change operation and satisfact

关 键 词：学生 医科 视频反馈 教学方法 

分 类 号：R-4[医药卫生]