交流式教学法在妇产科学临床见习中的应用

Role of Communicative Teaching Method in Gynecological Clinical Apprentice

为了提高教学效果,探讨交流式教学法在妇产科学教学中的可行性及优越性。将学生随机分为若干小组,每次每小组轮流选择2名学生担任医师角色,负责采集患者病史,进行体格检查,其它学生予以补充,带教教师同时有针对性的进行启发和指导,然后围绕病例进行分析讨论。交流式教学法以学生为中心,将学生置于教学的主体地位,激发了学生学习兴趣、学习的主观能动性及积极性,提高了与患者的交流能力,培养了学生的临床思维和决策能力。交流式教学法优于传统教学法,能够提高学生的临床技能和综合素质能力,同时提高了临床带教教师的教学能力。

To improve the teaching effect, this paper discusses the feasibility and superiority of communicative teaching method in gynecology and obstetrics teaching. Students were divided into several groups, and every time each team took turns to choose 2 students as the role of the doctor. They were responsible for collecting the patient＇ s history and carrying out physical examination. The other students made addition; at the same time, the clinical tutor provided guidance and inspiration. Then, they discussed the cases. Communicative teaching method, with students as the center, places the students in the subject position of teaching. It can inspire students＇ interest in, initiative and enthusiasm for learning, improve their ability to communicate with patients, cultivate their ability of clinical thinking and decision-making. Communicative teaching method is superior to the traditional teaching method in that it can improve not only students＇ clinical skills and quality but also the teaching ability of clinical tutors.