师生对八年制医学教育课堂教学方法改革期望的调查研究

Investigation on teachers＆#39; and students＆#39; reform expectation of classroom teaching methods for eight-year program medical education

目的：探讨师生对八年制医学教育课堂教学方法改革的相关期望，为课堂教学方法评价及改革提供依据。方法将在校已经完成医前教育阶段的八年制医学生78人（2008级22人，2009级20人，2010级20人，2011级16人）和相关任课教师32人作为调查对象，运用自制调查问卷，针对“对改革当前课堂教学方法的期望”“最期望应用的课堂教学方法”“对课堂教学方法应用价值的期望”等问题进行了解。运用SPSS 20.0软件进行统计分析。结果55.8%（43人）的学生和78.1%（25人）的教师期望改革当前课堂教学方法，差异具有统计学意义（字2=4.782，P=0.029）；61.0%（47人）的学生和90.6%（29人）的教师最期望“多种方法结合应用”，包括讲授式结合板书、讲授式结合多媒体、PBL、翻转课堂、自主学习、应试（刷题）等，差异具有统计学意义（字2=15.464，P=0.017），对课堂教学方法应用价值的期望（＞60%）多元化，包括能激发学生学习兴趣、能培养发现问题和解决问题的能力、有利于知识的理解和记忆、有利于学习方法的培养、能提高创新和批判性思维能力、有利于加强师生间互动和沟通、能提高学生课堂主体意识、有利于培养团队协作精神、能提高教学效率、能充分运用信息技术手段等。结论当前八年制医学教育课堂教学方法改革具有较高期望和多样化价值需求，应重视课堂教学方法评价及改革指导。

Objective To discuss some expectation on reform of classroom teaching method for eight-year program medical education, in order to provide a basis for the evaluation and reform of classroom teaching method. Methods Investigation that mainly included ＂expectation on reform of classroom teaching method＂, ＂classroom teaching method of most expected application＂, and ＂ex-pected value of classroom teaching method＂ was investigated and analyzed with self-made question-naire, to total 78 medical students （22 of Grade 2008, 20 of Grade 2009, 20 of Grade 2010, 16 of Grade 2011） of eight-year program who had completed the stage before medical education in the uni-versity, and related 32 teachers. Software of SPSS 20.0 was used to make statistical analysis. Results In the survey, 55.8% students and 78.1% teachers hoped to reform the current classroom teaching methods （χ2=4.782,P=0.029）. 61%students and 90.6% teachers expected ＂comprehensive application of diverse method＂（χ2=15.464,P=0.017）, including instruction combined with writing on blackboard,＆amp;nbsp;teaching by multimedia, PBL, inversion-type class, independent learning, a lot of questions for exami-nation, and so on. The value expectation （〉60%） of classroom teaching method was multivariate, in-cluding to stimulate students＇ interest in learning, to cultivate ability of finding and solving problems, conducive to understanding of knowledge and memory, conducive to comprehension and memory of knowledge, conducive to cultivation of learning method, able to improve ability of creativity and criti-cal thinking, conducive to strengthening interaction and communication of teachers and students, to improve the subject consciousness of student in classroom, helpful to cultivate the spirit of teamwork, to improve the efficiency of teaching, and able to make full use of information technology. Conclusions For the diversified value demand and the highly expectation on reform of current classroom teaching method, more attention should be paid to evaluation and guidance on reform of classroom teaching method for eight-year program medical education.