动态病例分析结合小组讨论式带教模式在消化内科临床教学中的应用  

The application of dynamic case analysis combined with group discussion style with teaching model in the clinical teaching of gastroenterology

作　　者：高燕 龚霞玲 吴佳梅 GAO Yan;GONG Xialing;WU Jiamei(Department of Internal Medicine,People's Hospital of Linchuan District,Fuzhou,Fuzhou,Jiangxi,344000,China)

机构地区：[1]抚州市临川区人民医院内一科,江西抚州344000

出　　处：《当代医学》2022年第34期184-187,共4页Contemporary Medicine

摘　　要：目的探究动态病例分析结合小组讨论式带教模式在消化内科临床教学中的应用。方法回顾性分析2019年5月至2020年4月于本院消化内科接受常规教学模式实习的44名学生作为B组;另选取2020年5月至2021年5月于本院消化内科接受动态病例分析结合小组讨论式带教模式实习的48名学生作为A组。比较两组综合成绩、教学效果评分。结果A组学生理论知识考核成绩、实践操作考核成绩和总成绩均明显高于B组,差异有统计学意义(P<0.05)。A组创新思维、理解记忆、自主学习、学习效率、学习兴趣评分均明显高于B组,差异有统计学意义(P<0.05)。结论动态病例分析结合小组讨论式带教模式在消化内科临床教学中应用效果较好,能有效提高学生理论知识和实践操作能力。Objective To explore the application effect of dynamic case analysis combined with group discussion style with teaching model in the clinical teaching of gastroenterology.Methods 44 students who had received conventional teaching method in the department of Gastroenterology of our hospital from May 2019 to April 2020 were rselected as Group B,another 48 students who received dynamic case analysis combined with group discussion teaching style in the department of Gastroenterology of our hospital from May 2020 to May 2021 were rselected as group A.The comprehensive scores and teaching effect scores between were compared the two groups.Results The scores of theoretical knowledge,practical operation and total scores of group A were significantly higher than those of group B,and the differences were statistically significant(P<0.05).The scores of innovative thinking,comprehension and memory,independent learning,learning efficiency and learning interest of group A were significantly higher than those of group B,and the differences were statistically significant(P<0.05).Conclusion Dynamic case analysis combined with group discussion teaching style has good effect in clinical teaching of gastroenterology,which can effectively improve students'theoretical knowledge and practical operation ability.

关 键 词：动态病例 小组讨论式带教模式 实践操作能力 

分 类 号：R-4[医药卫生] G642[文化科学—高等教育学]