以临床病例为基础的团队角色扮演教学模式在肿瘤内科见习中的应用  

Application of the clinical case-based team role playing teaching method in clerkships of medical oncology

作　　者：邹琪华 王家辉 王金妮 夏奕[1] 邹碧君 王淑珍[3] 张庆龙 蔡清清[1] Zou Qihua;Wang Jiahui;Wang Jinni;Xia Yi;Zou Bijun;Wang Shuzhen;Zhang Qinglong;Cai Qingqing(Department of Medical Oncology,State Key Laboratory of Oncology in South China,Guangdong Provincial Clinical Research Center for Cancer,Sun Yat-sen University Cancer Center,Guangzhou 510060,China;Department of Undergraduate and Graduate Education Administration,State Key Laboratory of Oncology in South China,Guangdong Provincial Clinical Research Center for Cancer,Sun Yat-sen University Cancer Center,Guangzhou 510060,China;Sun Yat-sen University Zhongshan School of Medicine,Guangzhou 510080,China)

机构地区：[1]华南恶性肿瘤防治全国重点实验室、广东省恶性肿瘤临床医学研究中心、中山大学肿瘤防治中心内科,广州510060 [2]华南恶性肿瘤防治全国重点实验室、广东省恶性肿瘤临床医学研究中心、中山大学肿瘤防治中心教学与研究生科,广州510060 [3]中山大学中山医学院,广州510080

出　　处：《白血病．淋巴瘤》2024年第4期228-232,共5页Journal of Leukemia & Lymphoma

基　　金：广东省临床教学基地教学改革研究项目(2023JD032);中山大学教学质量与教学改革工程项目(84000-12220011)。

摘　　要：目的探讨以临床病例为基础的团队角色扮演的教学模式在肿瘤内科见习中的效果。方法单中心队列研究。纳入2023年2月至5月在中山大学肿瘤防治中心肿瘤内科见习的192名临床医学(五年制)大四本科生,通过随机数字表法分为试验组(96名)和对照组(96名)。试验组采用以临床病例为基础的团队角色扮演的新型教学模式;对照组采用传统教学模式。比较两组学生的技能考核成绩以及对自己、他人、指导老师和课堂形式的评分结果。结果192名学生中位年龄为22岁(范围:21~26岁),男性多于女性[56.25%(108/192)比43.75%(84/192)];试验组及对照组学生性别及年龄差异均无统计学意义(均P>0.05)。整体学生技能成绩为(83±6)分,试验组的技能成绩高于对照组[(86±6)分比(81±4)分,t=5.66,P<0.001]。试验组在基础知识理解程度、见习积极性、沟通能力提高、主动学习能力提高、团队合作能力提高、自我参与感提高及自我满意度方面均优于对照组(均P<0.05)。此外,试验组对课堂活跃度[(95±10)分比(92±12)分,t=2.07,P=0.040]及教学方式认可度[(97±8)分比(94±9)分,t=2.16,P=0.032]评分均高于对照组,但两组学生对团队成员的满意度、指导老师的认可度及见习满意度的评分差异均无统计学意义(均P>0.05)。结论以临床病例为基础的团队角色扮演教学模式可提升临床见习的教学效果,值得进一步推广。Objective To explore the effect of clinical case-based team role playing teaching method on the clerkships of medical oncology.Methods In this single-center cohort study,192 five-year clinical medical senior undergraduate students who participated in clinical clerkships of medical oncology at Sun Yat-sen University Cancer Center from February 2023 to May were included.All students were divided into experimental group(96 students)and control group(96 students)according to the random number table method.The experimental group received clinical case-based team role playing teaching method,and the control group received traditional medical education.The scores of skill assessment,self-assessment,peer and instructor evaluations,and classroom form evaluation were compared between the two groups.Results Among the 192 students,there were more males than females[56.25%(108/192)vs.43.75%(84/192)],with a median age of 22 years old(range:21-26 years old).There was no statistically significant difference in gender and age between the experimental and control groups(both P>0.05).The score of skill assessment was(83±6)points for all students,and the score of the experimental group was higher than that of the control group[(86±6)points vs.(81±4)points,t=5.66,P<0.001].The experimental group outperformed the control group in understanding of basic knowledge,motivation of clinical clerkships,improvement of communication ability,improvement of active learning,improvement of team collaboration ability,improvement of self-engagement,and self-satisfaction(all P<0.05).Additionally,the sores of activity of classroom[(95±10)points vs.(92±12)points,t=2.07,P=0.040]and recognition of teaching model[(97±8)points vs.(94±9)points,t=2.16,P=0.032]in the experimental group were higher than those in the control group.There were no statistically significant differences in the scores of satisfaction with other team members,recognition of instructor and satisfaction with clinical clerkships between the two groups(all P>0.05).Conclusions The cli

关 键 词：临床见习 角色扮演 教育 医学 本科 以临床病例为基础 

分 类 号：R-4[医药卫生] G642.44[文化科学—高等教育学]