医学桥梁课程教学新模式在八年制医学生教学中的应用价值

The exploration of top-notch innovative training mode for eight-year-system medical talents:research and practice of the new teaching mode on the medical bridge courses

目的探讨八年制拔尖创新医学生的培养模式。方法从课程学时设置、教学内容、教学方法、技能培训等方面进行教学革新,创建全新的医学桥梁课程教学模式,在2008年级八年制36名学生(教改班)中实施,分析比较教学效果反馈及考试成绩,并与40名普通班学生进行回顾性分析比较。结果教改班学生诊断学平均成绩明显高于同年级普通班学生,尤其是主观试题得分[(37.82±5.30)分]显著高于普通班[(30.82±6.54)分],两者差异有统计学意义(t=5.136,P<0.01)。教改班手术学[(91.63±5.37)分]和影像诊断学[(89.95±3.24)分]成绩高于普通班[(73.59±6.41)分;(82.51±7.07)分],差异有统计学意义(t=13.13,6.14;P<0.01)。结论新教学模式下八年制学生学习主动性更强,诊疗基本知识和技能掌握更扎实,且在临床诊疗思维培养方面表现出一定优势。

Objective To discuss the education pattern of excellent and creative eight-year-school-system medical students.Methods Innovative reformations of class hour,class content,teaching method and skills training were included and a new teaching pattern of medical bridge curriculum was established in the experimental class covering two grades with 36 students. The teaching effects and the students′ test results were analyzed and compared with non-experimental students. Results The average score of diagnostics among experimental students was apparently higher than their counterparts in non-experimental classes in the same grade,the score of subjective questions among experimental students （37.82±5.30） was obviously bigger than that of the other group （30.82±6.54）. The differences was statistical significance （ t =5.136, P〈0.01） . The average scores of experimental classes ’ surgery （ 91. 63 ± 5. 37 ） and image diagnostics （89.95±3.24） were also better than those of the non-experimental classes （ surgery：73. 59 ± 6. 41;image diagnostics：82.51±7.07）.The differences were also statistical significance （ t =13.13,6.14; P 〈0.01）. Conclusion Students have a more active learning attitude under the new teaching pattern and they have a better understanding of the basic knowledge of diagnostics as well as a greater clinical skill. They also show some advantages in terms of clinical thinking of diagnosis and treatment.