中医骨伤本科生实习以学生为中心带教模式的应用

The Application of Student Centered Teaching Mode in the Undergraduate of Osteology and Traumatology of TCM

目的探讨应用以学生为中心的带教模式在中医骨伤本科生骨科临床实践教学环节中的实习效果。方法将2010级在河南中医学院第二附属医院骨科实习的90名中医骨伤本科学生,随机分为试验组45名和对照组45名,两组实习生在年龄、性别、入组前成绩差异上无统计学意义(P>0.05);试验组采用以学生为中心的带教模式,对照组采用传统的以带教老师为中心的带教模式,实习结束后通过满意度调查表及实习生考核评价表对两组进行效果评价。结果试验组实习生满意度调查评价优于对照组实习生,差异有统计学意义(P<0.05)。试验组实习生考核评价成绩明显高于对照组实习生,差异有统计学意义(P<0.01)。结论以学生为中心的带教模式应用在中医骨伤本科生骨科临床实践教学环节中是行之有效并切实可行的,且有利于学生综合能力的培养,其教学效果取得了学生和老师的一致认可,它不仅激发出了学生自己的学习兴趣,更能充分调动学生的主动性和积极性,使其在临床实践的学习过程中提高了学生基本的临床技能和诊疗能力,促进在校医学生向临床医生的角色转换。

Objective To explore the practice effect of application of student centered teaching mode in clinical practice teaching in the undergraduate of osteology and traumatology of TCM. Methods 90 cases of undergraduates of osteology and traumatology of TCM in the class of 2010 in the department of orthopaedics of the Second Affiliated Hospital of Henan College of traditional Chinese medicine were randomly assigned as experimental group （45 cases） and control group （45 cases） . The difference of the two groups in age, gender and score had no statistical significance （P 〉 0.05） . The experimental group took student centered teaching mode. The control group used traditional teaching mode. At the end of the internship, the satisfaction questionnaire and intern evaluation table of the two groups were used to evaluate the effects. Results The interns＂ satisfaction questionnaire of the experimental group was better than that of the control group, and the difference was statistically significant （P〈0.05） . The scores of the experimental group were significantly higher than those of the control group, and the difference was statistically significant （P〈0.01） . Conclusion The student centered teaching mode in the undergraduate of osteology and traumatology of TCM is effective and feasible, and is conducive to the cultivation of comprehensive ability of the students. The teaching effect achieved the unanimous endorsement of the students and teachers, and not only aroused the students＂ interests in learning, also fully mobilized the enthusiasm of the student＇s initiative and enthusiasm, which improved the students＂ basic clinical skills and the ability of diagnosis and treatment in the learning process of clinical practice, and promoted the conversion of medical students to the role of the doctor.