情景模拟教学法在本科临床医学生灾难医学教育中的应用

Application of scenario simulation in disaster medicine education for clinical medical undergraduates

目的探讨情景模拟教学法在本科临床医学生灾难医学教育中的应用价值。方法选取74名西安交通大学本科临床医学学生,以班级为单位整群随机分为试验组(n=39)和对照组(n=35)。试验组采用情景模拟教学法,对照组采用常规教学法,通过教育环境评估量表(Dundee Ready Education Environment Measure,DREEM)比较两组学生对学习、教师、学术、环境、社交的知觉等5个维度的内容及期末考试成绩。结果试验组DREEM量表总得分(165.89±20.71)高于对照组(145.63±18.47),且试验组各子领域得分均高于对照组,差异具有统计学意义(P<0.05);试验组实践技能部分考试成绩(16.73±4.60)高于对照组(13.51±4.28),差异具有统计学意义(P<0.05);试验组笔试部分成绩(9.04±2.43)高于对照组(8.35±2.71),差异无统计学意义(P>0.05)。结论情景模拟教学法优于传统的常规教学法,有助于提高灾难医学教学的质量,建议在本科临床医学教学中推广使用。

Objective The objective of this study was to explore the value of scenario simulation in disaster medicine education. Methods A total of 74 clinical medical undergraduates from Xi＇an Jiaotong University were randomly divided into experimental group （n=39） and control group （n=35） by taking class as a unit. The experimental group was taught using the scenario-based simulation method, while the control group was taught in a routine way. The two groups were compared in terms of their final examination scores and the five subscales in the Dundee Ready Education Environment Measure （DREEM） （i.e., perception of teaching, perception of teachers, academic self-perception, perception of atmosphere, and social self-perception）. Results The total scores of the DREEM subscales in the experimental group （165.89±20.71） were higher than those in the control group （145.63±18.47） , and the scores of each subscale in the experimental group were also higher than those in the control group, and the differences were all statistically significant （P〈0.05）.The practical skill scores of the experimental group （16.73±4.60） were higher than those of the control group （13.51±4.28）, and the differences were statistically significant （P〈0.05）, the written test scores of the experimental group （9.04±2.43） were higher than those of the control group （8.35±2.71）, but the differences were not statistically significant （P〉0.05）. Conclusions Scenario-based simulation teaching is better than traditional teaching method, and can improve the quality of disaster medicine education. It is worthy of promotion in clinical medicine teaching for undergraduate.