医学基础课程第二课堂教学效果的比较

The comparison on teaching effects of second class teaching in basic medical courses

目的探讨医学基础课程第二课堂教学效果。方法自行设计《医学基础课程第二课堂教学评价问卷（学生版）》，曾参加医学基础课程第二课堂的85名学生（21～23岁）分3组：基础医学组（A组，23人）、七年制临床医学组（B组，22人）及五年制临床医学组（C组，40人），接受问卷调查。结果对老师评价中，A、C组学生对老师“指导作用”（90．3±2．6；89．5±3．7）的评价较B组（82．7±13．6）高（P〈0．05）。在学生收获方面，B组学生在“确定研究方向”（90．0±5．7）的收获比A组（84．3±8．0）和c组（87．8±8．4）高（P〈0．05）；C组学生在“搜集资料”（91．3±7．3）、“交流评价与表达能力”（88．5±7．9）方面收获较A组（80．9±7．9，83．3±7．8）和B组（82．7±17．0.86．4±7．6）高（P〈0．05）。结论学生对第二课堂教学效果整体评价较高；学生在独立科研能力及沟通能力等方面有较大收获；参与第二课堂科学研究程度越深，收获越大。

Objective To investigate the teaching effects of second class teaching in basic medical courses. Meth- ods 85 undergraduate students from Capital Medical University who involved in second class teaching （21 ～ 23 years old） participated in this study and were divided into 3 groups： the students from the basic medical science （ group A, n = 23 ）, the students from the 7-year clinical medicine （ group B, n = 22 ） and the students from the 5- year clinical medicine （group C, n = 40 ）. The interviewees were asked to finish The questionnaire of teaching effects of second class teaching in basic medical courses （ for students）. Results As for the evaluation of students for the teachers teaching, the students of group A （90. 3 ± 2. 6） and C （89.5± 3.7） were more satisfied with ＇ the teachers＇ guiding than that of group B （82. 7 ±13.6） （P 〈 0. 05 ）. For students＇ achievement, group B obtained more in ＇ selecting research project＇ （90. 0 ± 5.7） than group A （ 84.3 ± 8. 0） and group C （ 87.8 ±8.4） （ P 〈 0. 05 ）. While group C obtained more in ＇ collecting materials＇ （91.3 ±7.3 ） than group A （80.9±7.9） and group B （ 82.7 ± 17.0 ） （ P 〈 0. 05 ）, and their ＇ ability of communication and expression＇ （ 88.5 ± 7.9 ） was improved more than the other two groups （ group A ： 83.3 ± 7.8 ; group B ： 86.4 ±7.6 ） （ P 〈 0. 05 ）. Conclusions Students were satisfied with the second class teaching overall; students became more independence in science re- search and got promoted in communication during this process. The more they participated in science research, themore they could benefit from it.