基于STEAM理念的问题探究式教学在神经内科临床实习教学中的应用研究  

Research on application of problem-inquiry teaching based on STEAM concept in clinical internship training for neurology

作　　者：朱燕萍 郑婷[1] 李文娟[1] 张燕[3] 蔡宏斌[1] 李斌[1] 白豆 张一 刘金妹 Zhu Yanping;Zheng Ting;Li Wenjuan;Zhang Yan;Cai Hongbin;Li Bin;Bai Dou;Zhang Yi;Liu Jinmei(Department of Neurology,Second Hospital of Lanzhou University,Lanzhou 730030,China;Second Clinical School of Lanzhou University,Lanzhou 730030,China;Department of Rheumatology,Second Hospital of Lanzhou University,Lanzhou 730030,China)

机构地区：[1]兰州大学第二医院神经内科,兰州730030 [2]兰州大学第二临床医学院,兰州730030 [3]兰州大学第二医院风湿科,兰州730030

出　　处：《中华医学教育探索杂志》2024年第12期1676-1679,共4页Chinese Journal of Medical Education Research

基　　金：甘肃省教育科技创新基金项目(2022B-029);兰州市人才创新创业项目(2021-RC-98);兰州大学第二医院萃英科技创新计划项目(CY2021-MS-A15)。

摘　　要：目的探究基于科学(science)-技术(technology)-工程(engineering)-艺术(arts)-数学(mathematics)(STEAM)理念的问题探究式教学对神经内科临床实习生评判性思维和实践能力的影响。方法选取2020级临床医学专业的194名临床实习生,根据班级将1~4班的98名实习生纳入传统组,给予传统教学;将5~8班的96名临床实习生纳入教学改革组,给予基于STEAM理念的问题探究式教学。实习结束后比较两组实习生考核成绩(基础理论知识、专业理论知识、课堂表现)、评判性思维、实践能力及教学满意度。结果教学改革组考核成绩[基础理论知识(40.97±3.26)分、专业理论知识(42.12±2.95)分、课堂表现(38.47±2.78)分]高于传统组[基础理论知识(38.14±3.07)分、专业理论知识(40.33±2.83)分、课堂表现(35.89±2.71)分](均P<0.05);实习后,两组临床实习生CTDI-CV评分均升高,且教学改革组高于传统组;教学改革组列斯特评估量表(Leicester Assessment Package,LAP)评分[(82.49±6.71)分]、病例书写成绩[(85.63±5.34)分]及教学满意度(91.67%)均高于传统组[(77.35±6.23)分、(82.57±5.12)分、79.59%](均P<0.05)。结论基于STEAM理念的问题探究式教学不仅能够提高神经内科临床实习生理论知识水平,促进其积极发言,提高批判性思维能力及实践能力,还可提高教学满意度。ObjectiveTo explore the impact of problem-inquiry teaching based on the concept of science-technology-engineering-arts-mathematics(STEAM)on the critical thinking and practical abilities of clinical interns in neurology.MethodsThe 194 clinical interns majoring in clinical medicine and enrolled in 2020 were selected as subjects.The 98 interns from classes 1-4 were included in the traditional group with traditional teaching,and the 96 clinical interns from classes 5-8 were included in the teaching reform group with problem-inquiry teaching based on the STEAM concept.After the internship,the assessment scores(basic theoretical knowledge,professional theoretical knowledge,classroom performance),critical thinking,practical ability,and teaching satisfaction were compared between the two groups of interns.ResultsThe assessment scores of the teaching reform group[(40.97±3.26)for basic theoretical knowledge,(42.12±2.95)for professional theoretical knowledge,and(38.47±2.78)for classroom performance]were significantly higher than those of the traditional group[(38.14±3.07),(40.33±2.83),and(35.89±2.71)](all P<0.05).After the internship,the California Critical Thinking Disposition Inventory-Chinese Version scores of both groups of clinical interns increased,and the score was higher in the teaching reform group than in the traditional group.The Leicester Assessment Package score(82.49±6.71),case writing score(85.63±5.34),and teaching satisfaction(91.67%)of the teaching reform group were significantly higher than those of the traditional group[(77.35±6.23),(82.57±5.12),and 79.59%](all P<0.05).ConclusionsProblem-inquiry teaching based on the STEAM concept can improve the theoretical knowledge level of clinical interns in neurology,promote their active speaking,enhance their critical thinking and practical abilities,and increase teaching satisfaction.

关 键 词：神经内科 临床实习生 科学-技术-工程-艺术-数学理念 问题探究式教学 

分 类 号：R-05[医药卫生]