多元化教学方法在临床实训教学中的实施及效果分析

Implementation and effect analysis of diversified teaching method in clinical practice teaching

目的观察多元化教学方法在临床实训教学中的实施及效果。方法在临床实训教学中采用电子标准化病人(ESP)情景模拟、学生标准化病人(SSP)情景模拟、病案导入式教学法(CBS)和以团队为基础的教学法(TBL)相结合的多元化教学方法,并对其进行考核和问卷调查。结果采用情景模拟教学法和TBL后,实验组理论成绩、操作成绩、随堂测试和综合测试成绩与对照组比较差异均有统计学意义(P<0.05或P<0.01);采用CBS后,实验组操作成绩、随堂测试和综合测试成绩与对照组比较差异均有统计学意义(均P<0.05),理论成绩与对照组比较差异无统计学意义(P>0.05);问卷调查显示,91.94%的学生对新的教学方法表示认同,79.03%的学生认为其可提高学习兴趣,调动学习积极性、主动性,提升职业素养,增强团队意识,提高医患沟通能力、病史采集能力、动手操作能力、解决问题的能力。结论多元化教学方法能有效提高学生的临床操作技能和医患沟通能力,激发学生的学习热情,值得进一步推广应用。

Objective To observe the implementation and effect of diversified teaching method in clinical practice teaching. Methods In the class of clinical practice teaching, the diversified teaching methods with electronic standard- ized patient （ESP） scene simulation, students standardized patients （SSP） scene simulation, case-based study （CBS） and team-based learning （TBL） were used, and the operation test and questionnaire were carried on. Results After taking scene simulation teaching methods and TBL, the theory scores, operational scores, in-class test scores and integrated test scores in the experimental group had significant differences compared with those of control group （P 〈 0.05 or P 〈 0.01）. After taking CBS, the operational scores, in-class test scores and integrated test scores in the experimental group had significant differences compared with those of control group （all P 〈 0.05）, which had no significant difference in theory scores compared with that of control group （P 〉 0.05）. The results of questionnaire showed that 91.94% of the students were agreed with the new teaching method, 79.03% of the students thought that it could stimulate interest, enthusiasm and initiative in learning, improve professional quality, enhance the team consciousness, improve doctor-patient communication and medical history collection ability, hands-on ability and problem solved skills. Conclusion Diversified teaching method can effectively improve the clinical operational skills and doctor-patient communication of students, stimulate the learning enthusiasm of stu- dents, which is worthy of further popularization and application.