4种教学方法在呼吸内科临床见习教学中的联合运用探讨

The Combined Application of Four Teaching Methods in Clinical Probation Teaching of Respiratory Medicine

目的探讨呼吸内科临床见习教学中应用4种教学方法的临床效果。方法选取2017年10月—2018年10月110名在该院呼吸内科进行见习的学生作为该次研究对象,采用随机数字表法的形式分为研究组和参照组,每组55名。参照组实施传统的教学方法(LBL),研究组实施联合教学方法(LBL+PBL+CBL+TBL),记录和分析两组基础理论得分、病历分析得分以及两组教学满意率。结果研究组基础理论得分(55.36±7.82)分、病历分析得分(31.66±5.36)分均高于参照组(41.30±10.30)分、(22.40±6.52)分,组间比较差异有统计学意义(t=8.063、8.136,P<0.001);研究组总满意率为90.90%高于参照组的63.63%,组间差异有统计学意义(P<0.05)。结论在呼吸内科临床见习教学中联合运用4种教学方法,能够提高见习者的基础理论及病历分析能力,进而也提高对该次见习学习的满意度,且也能够促使教学质量提高。

Objective To explore the clinical effects of the four teaching methods used in clinical probation teaching in the department of respiratory medicine.Methods 110 students who were trainees in the department of respiratory medicine of the hospital from October 2017 to October 2018 were included as the subjects of this study.The random number table method was used to divide them into a study group and a reference group,with 55 students in each group.The reference group implemented the traditional teaching method(LBL),and the study group implemented the joint teaching method(LBL+PBL+CBL+TBL),recording and analyzing the two groups of basic theory scores,medical history analysis scores,and the two groups'teaching satisfaction rate.Results The basic theory score of the study group(55.36±7.82)points and the medical record analysis score(31.66±5.36)points were higher than those of the reference group(41.30±10.30)points and(22.40±6.52)points.The differences between the groups were statistically significant(t=8.063,8.136,P<0.001);the total satisfaction rate of the study group was 90.90%higher than that of the reference group 63.63%,and the difference between the groups was statistically significant(P<0.05).Conclusion The combined use of the four teaching methods in the clinical probation teaching of respiratory medicine can improve the basic theory and medical history analysis ability of the probationers,thereby also increasing the satisfaction of the probation learning,and can also promote the improvement of teaching quality.