临床专科案例教学在全科医学基本理论教学中的应用效果研究

Effect of Case Teaching Concerning Clinical Specialized Treatment Applied to the Basic Theory of General Practice Course

目的探讨临床专科案例教学在全科医学基本理论教学中的应用效果。方法于2013年9月,选取海南医学院2011级临床医学专业(全科医学方向)本科4班学生80例为研究组,选取2010级临床医学专业(全科医学方向)本科4班学生80例为对照组。由海南医学院师资队伍于2013—2014第一学期依据教学大纲及教学计划同时开展《全科医学概论》课程教学,对照组学生采用传统讲授式教学,研究组学生采用临床专科案例教学,均教授36个学时。授课结束后,比较两组学生对教学效果的评价(包括教学对自学能力的帮助性、对团队合作能力的帮助性、对发现与解决问题能力的帮助性、对理解问题能力的帮助性、对临床思维能力的帮助性、教学方法的帮助性、对激发学习兴趣的帮助性)、学生对全科医学基本理论的认知及运用情况(包括学生对全科医学基本理论的认知、学生的案例分析能力和案例解决能力)、期末考试成绩。结果研究组学生认为教学对自学能力、发现与解决问题能力、理解问题能力、临床思维能力及激发学习兴趣的帮助性优于对照组,差异有统计学意义(P<0.05);两组学生认为教学对团队合作能力的帮助性、教学方法的帮助性比较,差异无统计学意义(P>0.05)。研究组学生对全科医学基本理论认知的合格率、案例分析能力合格率、案例解决能力合格率高于对照组,差异有统计学意义(P<0.05)。研究组学生期末考试成绩高于对照组,差异有统计学意义(P<0.05)。结论在全科医学基本理论教学中应用临床专科案例教学法,可以提高医学生对全科医学基本理论的认知及运用能力,学生反馈较好。

Objective To investigate the effect of case teaching concerning clinical specialized treatment applied to the basic theory of general practice course. Methods In September 2013, from Hainan Medical University, we enrolled 160 undergraduate students who majored in clinical medicine with general practice as the research area,including 80 from Class 4,Grade 2011（ study group） and 80 from Class 4, Grade 2010（ control group）. Both groups learned the 36-class-hour Introduction to General Practice simultaneously during the first semester between 2013 and 2014 delivered by the teachers of Hainan Medical University according to the syllabus and teaching plan,but in different patterns,specifically,the study group received case teaching concerning clinical specialized treatment during the learning, while the control group only received traditional lecture style teaching. The effects of the two teaching patterns were evaluated at the end of the course from the aspects of student assessment of improvement in self-learning ability, teamwork skills, capabilities for identifying and overcoming a problem,comprehension ability, clinical thinking, teaching method and learning motivation, and teacher assessment of students＇ perceptions and use of basic theory of general practice（ perceptions of the basic theory,abilities in case analysis and solution） and final exam results. Results After learning the course,better improvements in terms of self-learning ability,capabilities for identifying and overcoming a problem,comprehension ability,clinical thinking,learning motivation were found in the study group rather than the control group（ P 0. 05）. But two groups showed similar improvements in teamwork skills and teaching method（ P 0. 05）. More students in the study group reached the required levels of perceptions in the basic theory of general practice,case analysis and solution（ P 0. 05）. Moreover,the study group showed better average final exam results（ P 0. 05）. Conclusion It is assessed by the clinical medicine students that case teaching concerning clinical specialized treatment applied to the basic theory of general practice course can improve their perceptions and use of the theory significantly.