“微技巧”模式在诊断学临床技能教学中的应用

THE APPLICATION OF MICRO-SKILL MODE TO CLINICAL SKILL TEACHING IN DIAGNOSTICS

目的探讨用"微技巧"教学模式在诊断学临床技能教学中的效果。方法 864名临床医学专业学生,经过传统教学模式(n=430)和"微技巧"教学模式(n=434)教学后,比较临床技能多站考核及期末考试成绩的差异。结果基线水平两组学生综合测评成绩无统计学意义(P>0.05);分站考试各实训模块及格人数"微技巧"教学组均多于传统教学组(P<0.05);"微技巧"教学组同学的平时实验报告成绩、临床技能考核成绩及理论考试成绩均高于传统教学组(P<0.05)。结论 "微技巧"教学模式教学更有利于学生掌握临床基本技能,可提高临床综合素质。

Objective To explore the effect of the micro-skill mode to clinical skill teaching in diagnos- tics. Methods A total of 864 grade- two students in clinical medicine were randomly divided into the tradi- tional training group （n^430） and the micro-skills group （n：434）. The results of clinical skill and the fi- nal examination were compared between the two groups. Results The comprehensive scores of the two groups has no statistical significant difference at baseline levels（ P 〉0.05）. The number of passing the ex- ams in each training module in the micro-skills group was more than that in the traditional training group（ P 〈0.05）The scores of laboratory reports, clinical skill examination and theory test in micro-skill group 4 were higher than those in the traditional training group（ P 〈0. 05）. Conclusion The micro-skill mode can help students to master basic clinical skills so as to improve their clinical comprehensive quality.