同伴教学在医学教育中的应用现状

The Status of Application of Peer Teaching in Medical Education

目的探讨同伴教学在医学教育中的应用现状。方法 2016年1月—2017年1月,随机选取内蒙古医科大学2015级大二学生共计1 000名作为研究对象,将其分为对照组(500名)和干预组(500名),分别采用传统教学模式和同伴教学干预,对比两组学生的学习效果。结果与对照组相比,接受同伴教学的干预组学生,其对于接受知识程度明显提高,8周后的保留测试分数也明显提高,组间比较,差异具有统计学意义(P <0.05)。结论在医学教学过程中应用同伴教学模式,能够显著提高学生的学习兴趣,确保学生知识的学习效率,缓解医学教师的教学压力,促进学生综合素质的提高。

Objective To explore the application of peer teaching in medical education. Methods From January 2016 to January 2017, 1 000 sophomores of Inner Mongolia Medical University were randomly selected as the study subjects. They were divided into control group （n=500） and intervention group （n=500）. The traditional teaching mode and peer teaching intervention were adopted to compare the learning effects of the two groups. Results Compared with the control group, the students in the intervention group who received peer teaching had significantly improved their knowledge level and the scores of retention test after 8 weeks. The difference was statistically signifcant （P 〈 0.05）. Conclusion The application of peer teaching model in medical teaching process can signifcantly improve students＇interest in learning, ensure the effciency of students＇ knowledge learning, alleviate the teaching pressure of medical teachers, and promote the improvement of students＇ comprehensive quality.