“互联网+模拟接诊”教学新模式在医学生白血病相关知识教学中的探索  

Exploration of the“Internet+Simulated Consultation”Teaching Model in the Teaching of Leukemia-Related Knowledge to Medical Students

作　　者：夏雷鸣 陈莹莹 金凤波 XIA Leiming;CHEN Yingying;JIN Fengbo(School of Basic Medical Sciences,Xinjiang Second Medical College,Kelamayi,Xinjiang 834000,China)

机构地区：[1]新疆第二医学院基础医学院,新疆克拉玛依834000

出　　处：《九江学院学报(自然科学版)》2025年第1期8-12,16,共6页Journal of Jiujiang University:Natural Science Edition

基　　金：2023年度安徽省质量工程项目(编号2023jyxm1153)的研究成果之一。

摘　　要：目的探索“互联网+模拟接诊”教学新模式在医学生白血病相关知识教学中的应用效果,评估其对学生理论知识掌握、临床技能操作、临床归属感、职业决策自我效能及工作投入度的影响。方法选取某医科大学附属医院白血病专科2022年7月至2023年6月期间的60名实习生,按实习时间分为研究组(2023年1月至6月实习,n=30)和对照组(2022年7月至12月实习,n=30)。对照组采用传统教学模式,研究组采用“互联网+模拟接诊”教学新模式,实习时间均为6个月。比较两组学生在理论知识掌握程度、临床技能操作水平、临床归属感、职业决策自我效能及工作投入度方面的差异。使用独立样本t检验比较两组间差异,配对t检验比较同组教学前后差异。结果①研究组考核总成绩(84.57±6.73分)显著高于对照组(80.77±6.62分),两组差异有统计学意义(p<0.05)。②两组学生在教学后的临床归属感各维度得分(自尊、沟通、效能)及总分均较教学前显著提高(p<0.05)。研究组教学后各维度得分及总分均显著高于对照组(p<0.05)。③两组学生在教学后的职业决策自我效能各维度得分(自我评价、职业信息、选择目标、未来规划、问题解决)及总分均较教学前显著提高(p<0.001)。研究组教学后各维度得分及总分均显著高于对照组(p<0.05)。④研究组在工作投入度的活力、奉献和专注三个维度得分以及总分均显著高于对照组(p<0.001)。结论“互联网+模拟接诊”教学新模式在医学生白血病相关知识教学中具有显著优势。该模式不仅能提高学生的理论知识掌握程度和临床技能操作水平,还能增强其临床归属感、职业决策自我效能和工作投入度。这种教学模式有助于培养更全面、更自信的医学人才,值得在医学教育中推广应用。Objective To explore the application effects of the“Internet+Simulated Consultation”teaching model in the teaching of leukemia-related knowledge to medical students,and to evaluate its impact on students'mastery of theoretical knowledge,clinical skills,sense of clinical belonging,professional decision-making self-efficacy,and work engagement.Method A total of 60 interns from the leukemia department of a university-affiliated hospital,who were trained between July 2022 and June 2023,were selected.They were divided into a study group(January to June 2023,n=30)and a control group(July to December 2022,n=30)according to their internship period.The control group adopted the traditional teaching model,while the study group adopted the new“Internet+Simulated Consultation”teaching model.The internship duration for both groups was 6 months.The differences between the two groups in terms of theoretical knowledge mastery,clinical skills,sense of clinical belonging,professional decision-making self-efficacy,and work engagement were compared.An independent sample t-test was used to compare the differences between the two groups,and a paired t-test was used to compare the differences before and after teaching within the same group.Result①The overall assessment score of the study group(84.57±6.73 points)was significantly higher than that of the control group(80.77±6.62 points),with a statistically significant difference(p<0.05).②The post-teaching scores for each dimension of clinical belonging(self-esteem,communication,efficacy)and total score were significantly higher than pre-teaching in both groups(p<0.05).The post-teaching scores for each dimension and total score in the study group were significantly higher than those in the control group(p<0.05).③The post-teaching scores for each dimension of professional decision-making self-efficacy(self-evaluation,career information,goal setting,future planning,problem-solving)and total score were significantly higher than pre-teaching in both groups(p<0.001).The post-t

关 键 词：互联网+ 模拟接诊 白血病 临床归属感 职业决策自我效能 

分 类 号：G642.0[文化科学—高等教育学]