以核心胜任力为导向的三明治教学方法在内分泌科糖尿病见习中的应用  

Application of Sandwich teaching method oriented by core competencies in the clinical clerkship of diabetes in endocrinology department

作　　者：郑晓雅[1] 龙健[1] ZHENG Xiaoya;LONG Jian(Department of Endocrinology,The First Affiliated Hospital of Chongqing Medical University,Chongqing 400016,China)

机构地区：[1]重庆医科大学附属第一医院内分泌科,重庆400016

出　　处：《浙江医学教育》2025年第2期72-76,82,共6页Zhejiang Medical Education

基　　金：重庆医科大学第一临床学院2019年度院级教学改革研究项目:“以核心胜任力为导向的Sandwich教学方法——在内分泌系统疾病见习课中的应用”(CMER201905)。

摘　　要：目的探讨以核心胜任力为导向的三明治(Sandwich)教学方法在内分泌科糖尿病见习中的应用效果。方法选取2020年9月至2021年10月在重庆医科大学附属第一医院内分泌科进行糖尿病临床见习的本校2018级五年制临床医学专业6个批次共110名学生为研究对象。采用抽签法将其分为试验组和对照组。试验组56名学生,采用以核心胜任力为导向的Sandwich教学方法;对照组54名学生,采用传统教学方法。见习教学结束后,通过随堂测试、核心胜任力评估、教学满意度调查评价两组学生的教学效果。结果随堂测试成绩比较,试验组学生分数[50(45,50)分]高于对照组学生[40(40,45)分],其差异具有统计学意义(P<0.05)。核心胜任力评估,两组学生职业道德[4(4,4)分vs.4(4,4)分]、情感支撑能力评分比较[4(4,4)分vs.4(4,4)分],其差异均无统计学意义(均P>0.05);责任心、临床思维判断能力、语言表达能力、建立和维持医患关系能力、教学能力、终身学习能力评分,试验组学生均高于对照组学生[4(4,4)分vs.4(3,4)分;4(4,5)分vs.4(3,4)分;4(4,5)分vs.4(3,4)分;4(4,5)分vs.4(3,4)分;4(4,5)分vs.4(3,4)分;4(4,5)分vs.4(3,4)分],其差异均具有统计学意义(均P<0.05)。试验组学生核心胜任力总分[34(33,35)分]高于对照组学生[30(29,31)分],其差异具有统计学意义(P<0.05)。教学满意度评分比较,试验组学生[5(5,5)分]高于对照组学生[3(3,3)分],其差异具有统计学意义(P<0.05)。试验组中100.0%的学生均愿意继续采用Sandwich教学方法,而对照组中85.2%的学生愿意继续采用传统教学方法,其差异具有统计学意义(P<0.05)。结论与传统教学方法比较,以核心胜任力为导向的Sandwich教学方法可以提高学生内分泌科糖尿病见习的学习成绩,提高学生的核心胜任力和教学满意度,在未来的临床教学中值得推广。Objective To explore the application effect of the Sandwich teaching method oriented by core competencies in the clinical clerkship of diabetes in endocrinology department.Methods From September 2020 to October 2021,110 students from 6 batches of the grade 2018 five-year clinical medicine program who were clerking in Department of Endocrinology at The First Affiliated Hospital of Chongqing Medical University for diabetes were selected as the research subjects.They were divided into an experimental group and a control group by drawing lots.The experimental group consisted of 56 students who used the Sandwich teaching method oriented by core competencies,and the control group consisted of 54 students who used the traditional teaching method.After the teaching was completed,the teaching effects of the two groups of students were evaluated through in-class test scores,core competency assessment forms,and teaching satisfaction questionnaires.Results In the comparison of in-class test scores,the scores of students in the experimental group students[50(45,50)]were higher than those of the control group students[40(40,45)],and the difference was statistically significant(P<0.05).In the comparison of core competencies assessment,there was no significant difference in the scores of the two groups of students in terms of professional ethics and emotional support[4(4,4)vs.4(4,4),P>0.05;4(4,4)vs.4(4,4),P>0.05];in terms of responsibility,clinical judgment ability,language ability,ability to establish and maintain doctorpatient relationships,teaching ability,and lifelong learning ability,the scores of students in the experimental group were higher than those of the control group[4(4,4)vs.4(3,4);4(4,5)vs.4(3,4);4(4,5)vs.4(3,4);4(4,5)vs.4(3,4);4(4,5)vs.4(3,4);4(4,5)vs.4(3,4)],and the differences were statistically significant(all P<0.05).The total score of core competencies of students in the experimental group[34(33,35)]was higher than that of students in the control group[30(29,31)],and the difference was statistically signific

关 键 词：核心胜任力 三明治教学方法 传统教学方法 临床见习 内分泌 糖尿病 

分 类 号：R-05[医药卫生]