基于调查问卷方法探讨优化中医眼科住院医师教学

Discussion on optimizing the teach ing of ophthalmology resident doctors based on questionnaire method

目的本文采用调查问卷的方法 ,拟从老师和学生两个角度,旨在探讨中医眼科住院医师规范化培训教学过程中存在的问题,并试图提出解决问题的方案。方法选择2016年1月—2017年1月首都医科大学附属北京中医医院和北京中医药大学东方医院眼科轮转的规培生98人,规培带教老师111人。采用微信问卷星APP问卷进行调查,调查了6个问题,每个问题分为3个选项。结果 1.学生组与老师组在专业分布上具有可比性。2.在讲课方式方面,老师组51人(54%)和学生组为54人(65%)认为以科室小讲课为主;在讲课内容上,54位(69%)老师和40位(60%)学生建议中西医并重;在讲课重点上,58位(77%)老师和42位(66%)学生认为以轮转科室相关的知识为主;在教学时间安排方面,40位(44%)老师建议每周固定半天,32位(35%)老师建议随时讲,而不同的是,36位(43%)学生建议每天固定1 h;在提高教师带教主动性方面,60位(57%)老师和36位(40%)学生建议增加教师绩效;在提高学生学习主动性方面,45位(50%)老师认为需要提高老师教学水平,42位(46%)学生希望安排专门学习时间。结论从老师和学生两个角度考虑,合理安排中医眼科学生的教学工作,有助于提高学生和教师的积极性和主动性,进而提高教学质量。

OBJECTIVE To explore the TCM ophthalmology resident standardized training problems in the teaching process and to propose solutions to the problem using the method of questionnaire for students and teachers. METHODS Ninety-eight students and 111 teachers from Beijing Traditional Chinese Medicine Hospital and Dongfang Hospital Beijing University of Chinese Medicine were included. We issued questionnaire by the way of star APP to investigate six practical questions, each of which contained three options. RESULTS 1. Students and teachers were comparable in their specialty. 2. In the teaching mode,51 teachers（54%） and 54 students（65%）preferred small lectures in the department; 54 teachers（69%） and 40 students（60%） preferred equal Chinese and Western medicine content in the class; 58 teachers（77%） and the 42（66%） students preferred to focus on knowledge related to specialties of their internship; For lecture time, 40 teachers（44%） recommend half day weekly and 32（35%） teachers suggested lecture at any time when necessary, while 36 students（43%） recommend 1 hours daily; 60（57%） teachers and 36（40%） students suggested increasing income to promote teachers＇ initiative; 45 teachers（50%） believed that teachers needed to improve their teaching quality to inspire students＇ learning initiative,while 42 students（46%） wanted to arrange exclusive learning time. CONCLUSIONS It is helpful to improve the enthusiasm and initiative of students and teachers to improve the quality of teaching by considering the actual needs of teachers and students.