“激越四段式”教学法在实验诊断学教学中的应用  

The Application of the“Four-Step Teaching of Encouraging and Sharing”in Laboratory Diagnosis

作　　者：王雅宁[1] 乔令艳[2] 张晓敏[1] 刘云启[1] 杨敏[1] 蔺超[3] WANG Yaning;QIAO Lingyan;ZHANG Xiaomin;LIU Yunqi;YANG Min;LIN Chao(Department of Nephrology,Binzhou Medical University Hospital,Binzhou Shandong 256603,China;Department of Diagnostics,the First Clinical Medical College of Binzhou Medical University,Yantai Shandong 264003,China;Department of Bone and Joint Surgery,Binzhou Medical University Hospital,Binzhou Shandong 256603,China)

机构地区：[1]滨州医学院附属医院肾内科,山东滨州256603 [2]滨州医学院第一临床医学院诊断学教研室,山东烟台264003 [3]滨州医学院附属医院骨关节外科,山东滨州256603

出　　处：《中国继续医学教育》2023年第18期76-80,共5页China Continuing Medical Education

基　　金：滨州医学院教学改革与研究立项项目(JYKTMS2021010);滨州医学院徐荣祥再生医学发展计划项目(BY2020XRX05);山东省省级临床重点专科学科建设项目(SLCZDZK-11)。

摘　　要：目的探讨“激越四段式”教学法在实验诊断学教学中的应用效果。方法选取2022年3—6月某医学院校五年制临床医学专业的2019级三年级医学生共146名作为研究对象,每组73名,分为“激越四段式”教学组和传统教学组,课程结束后对两组学生进行理论考核和临床思维能力测试,并采用调查问卷的形式对教学方法进行反馈。结果“激越四段式”教学组所有学生对课堂评价为非常满意或满意,传统教学组仅有82.67%的学生对课堂评价为十分满意或满意,且“激越四段式”教学组十分满意度明显高于传统教学组,差异有统计学意义(P<0.05)。“激越四段式”教学组理论测试及临床思维分析能力测试成绩均高于传统教学组,差异有统计学意义(P<0.05)。教学效果评价上,“激越四段式”教学组在激发学习兴趣、查阅文献能力、自主学习及创新思辨能力方面,得分均明显高于传统教学组,差异有统计学意义(P<0.05)。结论在实验诊断学的教学中采用“激越四段式”教学法,能够激发学生的主观能动性,培养学生自主学习和分析解决问题的能力,加深学生对知识的记忆和运用,有利于临床思维的培养。Objective To evaluate the application of the“four-step teaching of encouraging and sharing”in clinical teaching of laboratory diagnostics.Methods A total of 146 third-year medical students of grade 2019 majoring in five-year clinical medicine in a medical college from March to June 2022 were selected as the research object,with 73 students in each group,which were divided into"radical four-stage"teaching group and traditional teaching group.After the course,the theoretical assessment and clinical thinking ability test were carried out for the two groups of students,and the teaching methods were fed back by questionnaire.Results All students in the“four-step teaching of encouraging and sharing”group were highly satisfied or satisfied with the course,while only 82.67%of students in the traditional teaching group were extremely satisfied or satisfied with the course,and the"four-step teaching of encouraging and sharing"teaching group was significantly more satisfied than the traditional teaching group,with statistical significance(P<0.05).The scores of both theoretical test and clinical thinking and analysis ability tests were higher in the“four-step teaching of encouraging and sharing”teaching group than that of the traditional teaching group,with statistical significance(P<0.05).On the evaluation of the teaching effect,the“four-step teaching of encouraging and sharing”teaching group scored significantly higher than the traditional teaching group in terms of stimulating learning interest,literature review ability,independent learning and creative thinking ability,with statistical significance(P<0.05).Conclusion In the teaching of experimental diagnostics,the“four-step teaching of encouraging and sharing”teaching method can stimulate students'subjective initiative,cultivate students'independent learning and problem-solving ability,deepen students'memory and application of knowledge,and facilitate the cultivation of clinical thinking.

关 键 词：激越四段式教学法 实验诊断学 教学改革 临床医学 自主学习 团队学习 

分 类 号：G642[文化科学—高等教育学]