多元教学法在全科门诊教学中的应用  

Application of Diversified Teaching Methods in General Outpatient Teaching

作　　者：刘少平[1,2] 毛剑松 柯箫韵[2] 卫银芝 赵俊 LIU Shaoping;MAO Jiansong;KE Xiaoyun;WEI Yinzhi;ZHAO Jun(Department of General Medicine,Affiliated Hospital of Hubei Polytechnic University/Huangshi Central Hospital,Huangshi Hubei 435000,China;General Education and Research Office,the First Clinical Medical College,Hubei Polytchnic University,Huangshi Hubei 435000,China;Teaching Affairs Office,Affiliated Hospital of Hubei Polytechnic University/Huangshi Central Hospital,Huangshi Hubei 435000,China)

机构地区：[1]湖北理工学院附属医院/湖北省黄石市中心医院全科医学科,湖北黄石435000 [2]湖北理工学院第一临床学院全科教研室,湖北黄石435000 [3]湖北理工学院附属医院/湖北省黄石市中心医院教学办公室,湖北黄石435000

出　　处：《中国继续医学教育》2024年第15期43-47,共5页China Continuing Medical Education

基　　金：湖北省卫生健康委临床医学教育教学改革研究项目(HBJG-220011);湖北理工学院校级教育教学研究项目(2021B12)。

摘　　要：目的研究多元教学法在全科门诊教学中的应用效果。方法选择2019年1月—2022年11月在黄石市中心医院全科门诊轮转培训的60名全科医师,随机分为试验组和对照组,各30名。对照组门诊带教采用传统教学方式,试验组采用多元教学法。带教结束后,对比2组全科医师的全科门诊综合接诊能力、教学效果及带教活动满意度。结果试验组全科医师病史采集能力[(85.11±3.56)分vs.(73.69±3.86)分]、体格检查能力[(83.25±3.63)分vs.(77.81±3.64)分]、病例分析思维能力[(84.72±3.66)分vs.(74.82±3.35)分]、健康宣教能力[(88.91±3.25)分vs.(81.72±3.53)分]、解决临床问题能力[(86.62±2.83)分vs(.68.90±3.36)分]、医患沟通能力[(83.82±2.86)分vs.(72.04±2.66)分]、自主学习能力[(83.67±1.35)分vs.(74.54±3.83)分]、团队协作能力[(86.93±3.26)分vs.(73.62±3.59)分]、学习兴趣和积极性[(83.82±1.66)分vs(71.26±1.95)分]、医学人文素养[(76.25±3.73)分vs.(72.21±3.45)分]的考核评分均高于对照组,差异有统计学意义(P<0.05)。试验组学生在知识收获、教学方式、带教老师能力、师生互动4个方面对带教活动的满意度评分均高于对照组,差异有统计学意义(P<0.05)。结论多元教学法可提高全科培训医师的知识吸收和理解能力、沟通能力、临床思维能力及团队合作能力,提高全科门诊教学效果。Objective To evaluate the comprehensive application effect of diversified teaching methods in general outpatient teaching.Methods A total of 60 general practitioners who underwent rotational training at the general outpatient department of Huangshi Central Hospital from January 2019 to November 2022 were selected as the study subjects and randomly divided into an experimental group and a control group,with 30 participants in each group.The control group received outpatient teaching using traditional teaching methods,while the experimental group received outpatient teaching using diversified teaching methods.After the teaching was completed,the comprehensive outpatient reception ability,teaching effectiveness,and satisfaction with teaching activities of the two groups of general practitioners were compared.Results The assessment scores for general practitioners in the experimental group in terms of collect medical history ability[(85.11±3.56)points vs.(73.69±3.86)points],physical examination ability[(83.25±3.63)points vs.(77.81±3.64)points],case analysis thinking ability[(84.72±3.66)points vs.(74.82±3.35)points],health education ability[(88.91±3.25)points vs.(81.72±3.53)points],clinical problem-solving ability[(86.62±2.83)points vs.(68.90±3.36)points],doctor-patient communication ability[(83.82±2.86)points vs.(72.04±2.66)points],self-directed learning ability[(83.67±1.35)points vs.(74.54±3.83)points],teamwork ability[(86.93±3.26)points vs.(73.62±3.59)points],learning interest and enthusiasm[(83.82±1.66)points vs.(71.26±1.95)points]and medical humanities literacy[(76.25±3.73)points vs.(72.21±3.45)points]were statistically all higher than those of the control group(P<0.05).The satisfaction scores of students in the experimental group with the mentoring activities in terms of knowledge acquisition,teaching methods,mentoring ability,and teacher-student interaction were statistically higher than those of the control group(P<0.05).Conclusion Comprehensive application of diversified teaching methods c

关 键 词：以案例为基础的教学法 情景模拟教学法 以问题为基础的教学法 全科门诊 多元教学法 住培医师 

分 类 号：G642[文化科学—高等教育学]