以岗位胜任力为核心的多元化互动式教学模式在医学遗传学教学中的应用效果评价

The application and effect evaluation of the diversified interactive teaching model based on the post competency as the core in the teaching of medical genetics

目的探讨以岗位胜任力为核心的多元化互动式教学模式在医学遗传学教学中的应用效果。方法选择佳木斯大学2012级临床医学专业4个班175名学生为研究对象。将2012级临床医学专业3班和4班94名学生作为实验组，采用以岗位胜任力为核心的多元化互动式教学模式；将2012级临床医学专业1班和2班81名学生作为对照组，采用以传统的讲授法为主的教学模式。两组学生由相同教师授课，采用学生问卷调查结果和课后考试成绩对教学效果进行评价。用SPSS 19.0进行统计学分析。结果课程考试结果显示，实验组学生平均成绩明显高于对照组学生，其差异具有统计学意义（P〈0.01）；两组学生的不合格率差异无统计学意义（P﹥0.05）。问卷调查结果显示，实验组大多数学生对以岗位胜任力为核心的多元化互动式教学模式表示认可；在对学生综合能力培养方面，多元化互动式教学模式优于传统讲授法教学模式；在促进学生自主学习方面，多元化互动式教学模式评分高于传统讲授法教学模式。结论以岗位胜任力为核心的多元化互动式教学模式是可行的，有利于培养医学人文精神和医患沟通能力，培养临床逻辑思维、临床实践技能和团队协作能力，能够提高教学质量，值得借鉴和推广。

ObjectiveTo investigate the effect of the diversified interactive teaching model based on the post competency as the core in applied the teaching of medical genetics.Methods175 students of grade 2012 clinical medicine were selected as research subjects in Jiamusi University, 3, 4 class of 94 students of 2012 grade clinical medicine were used the post competency as the core of multiple interactive teaching model as the experimental group： 1, 2 class of 81 students of 2012 grade clinical medicine were used the traditional teaching method as control group, All of the two groups shared the same teachers. The teaching effect was evaluated by the students’ questionnaire and test scores. SPSS 19 statistical software were use for statistical analysis.ResultsIn the questionnaire survey after class, the average score of the experimental group was significantly higher than that of the control group, with statistically difference （P〈0.01）, there was no significant difference between the two groups. The results of questionnaire survey showed that most of the students in the experimental group were recognized for the diversified interactive teaching model of post competency as the core, the post competence as the core of the diversified interactive teaching model is higher than the traditional teaching method in the comprehensive ability of the students, the post competency as the core of the interactive teaching model is higher than the traditional teaching method in the promotion of students’ autonomous learning.ConclusionsThis teaching model is feasible to conducive to the cultivation of humanistic spirit of medicine and doctor-patient communication skills and to train the clinical logical thinking, clinical practice skills and teamwork ability, it can improve the quality of teaching and to be expanded.