融合“飞白”理念的情景模拟教学法在儿科临床见习中的应用  

Application of Scenario Simulation Teaching Combined With the Idea of“Feibai”in Clinical Probation of Pediatrics

作　　者：肖潇 王曼丽[1] XIAO Xiao;WANG Manli(Department of Neurology,The Children’s Hospital of Soochow University,Suzhou Jiangsu 215025,China)

机构地区：[1]苏州大学附属儿童医院神经内科,江苏苏州215025

出　　处：《中国继续医学教育》2024年第13期116-120,共5页China Continuing Medical Education

基　　金：苏州大学附属儿童医院2021年度规范化培训医师教学研究项目(202101)。

摘　　要：目的探索融合“飞白”理念的情景模拟教学法在儿科学临床见习中的教学效果,为儿科学临床带教教学模式的探索提供思路。方法2022年9—12月,以在苏州大学附属儿童医院临床见习的儿科班、临床班、口腔班及影像班学生为研究对象进行教学试验。其中,儿科班23人、临床班20人、口腔班18人及影像班18人为试验组,接受融合“飞白”理念的情景模拟教学法;剩余儿科班22人、临床班23人、口腔班18人及影像班16人为对照组,接受传统讲授式教学法。临床见习结束后对各班级试验组学生的期末考试成绩进行统计,并对2组学生进行包括临床思维、自主学习能力、学习兴趣、教学满意度及职业满足感提升程度5项的问卷调查,对比试验组及对照组学生的期末考试成绩及问卷调查结果。结果儿科班、临床班、口腔班及影像班各试验组学生在儿科学临床见习后的期末成绩均高于对照组学生,其中,儿科班试验组期末成绩(75.83±5.45)分,对照组(71.68±7.32)分;临床班试验组期末成绩(78.30±5.37)分,对照组(72.52±9.12)分;口腔班试验组期末成绩(79.89±6.60)分,对照组(74.11±6.29)分;影像班试验组期末成绩(81.56±6.84)分,对照组(74.94±5.94)分,差异均有统计学意义(P<0.05)。课程结束后对各班级学生进行包括学习兴趣、自主学习能力、临床思维及职业满足感是否提升及教学满意度5个维度的问卷调查,结果显示儿科班及临床班试验组每项问卷调查得分均高于对照组,差异有统计学意义(P<0.05);口腔班及影像班除临床思维是否明显提升外,其余4项问卷调查结果均优于对照组,差异有统计学意义(P<0.05)。结论融合“飞白”理念的情景模拟教学法不仅有利于学生对理论知识的掌握,同时学生对教学效果的反馈也优于传统的讲授式教学法。Objective To practice and evaluate the scenario simulation teaching combined with the idea of“Feibai”in clinical probation of pediatrics,and provide ideas for the exploration of pediatrics clinical teaching mode.Methods Students of pediatrics class,clinical medicine class,stomatology class and imaging medicine class experiencing clinical probation in Children’s Hospital of Soochow University from September 2021 to June 2022 were enrolled in the study.A total of 23 students of pediatrics,20 students of clinical medicine class,18 students of stomatology class and 18 students of imaging medicine class were given scenario simulation teaching combined with the idea of“Feibai”as experimental group,and 22 students of pediatrics class,23 students of clinical medicine class,18 students of stomatology class and 16 students of imaging medicine class were given traditional lecture based teaching as control.The final scores of both groups at the end of the semester was analyzed.A questionnaire survey covering 5 aspects of autonomous learning,learning interest,teaching satisfaction and career fulfillment was conducted after the clinical probation and the convey results afterwards was analyzed.Results The final scores of the experimental group were higher than those of the control group after clinical probation in pediatrics class,clinical medicine class,stomatology class and imaging medicine class.The final scores of the experimental group and the control group in pediatrics class were(75.83±5.45)points and(71.68±7.32)points respectively.The final scores of experimental group and control group in clinical medicine class were(78.30±5.37)points and(72.52±9.12)points respectively.The final scores of experimental group and control group in stomatology class were(79.89±6.60)points and(74.11±6.29)points respectively.The final scores of the experimental group and the control group in imaging medicine class were(81.56±6.84)points and(74.94±5.94)points,respectively,with statistical significance(P<0.05).After the cours

关 键 词：“飞白” 情景模拟教学法 讲授式教学法 儿科学 临床见习 教学效果评价 

分 类 号：G642[文化科学—高等教育学]