角色转换教学法在临床见习中的实践与效果

Role-based approach in application of clinical practice and effect

目的:探讨角色转换教学法在临床见习中的效果。方法:采用随机分组的方法分为实验班(采取角色转换教学法)和对照班(采用传统教学法),比较两班的理论考试成绩,问卷调查学生对两种教学方法的反馈。结果:实验班的理论考试平均成绩与对照班有显著性意义(P<0.05);实验班在提高自主学习能力、开拓临床思维、增加学习兴趣、提高临床问题技能以及提高沟通能力方面均明显提高(P<0.01),对教学方法的接受能力、对知识的接受能力以及喜爱的授课方式方面也明显高于对照班(P<0.01)。结论:在临床见习中应用角色转换教学法是一种有效的教学尝试。

Objective： To investigate the effects of the role-based approach in clinical practice. Methods： The random allocation method was used. The students were divided into experimental classes （taking the role change teaching method） and the control class （with conventional teaching method）, and theory test scores of the two classes were compared, then the feedback of the two different teaching methods from the students was investigated by questionnaire. Results： The experimental class average scores of theory test compared with the control class has a distinctive significance （ P 〈 0.05） ; the students of the experimental class have improved more signiticanfly than those of the control class in autonomous learning ability, pioneering clinical thinking, learning interest, improvement of clinical sells and communication skills （ P 〈 0. 01 ）, acceptability of teaching methods, ability to acquire knowledge, as well as in favorite way of teaching style （ P 〈 0.01 ）. Conclusion： In clinical internship application of the role change in the teaching method is an effective teaching attempt.