多种教学模式综合应用在儿科见习教学的实践探索

Practical exploration of multi-teaching model in pediatric teaching among undergraduate medical students

目的比较多种教学模式综合应用与单纯的病例为基础的教学法在医学本科生儿科教学应用中的效果。方法将81名儿科见习学生分为单纯病例为基础的教学法组(CBT)和多种教学法组(MT),后者综合使用情景式教学、三明治教学和病例为基础的教学。结果多种教学法组课后自我评价"课前已掌握课程内容程度"评分、见习后客观结构化临床考试成绩均高于单纯病例为基础教学法组[5.0(2.5,7,5)比4.0(3.0,5.0),Z=2.011,P<0.05];[93.0(90.3,97.0)比83.25(78.3,86.4),Z=7.752,P<0.001]。结论儿科见习教学中,多种教学法优于单纯病例为基础的教学法。

Objective To compare the effectiveness of implementation of multi-teaching model(MT)and case based teaching(CBT)in pediatric teaching among undergraduate medical students.Methods Eighty one trainee students were divided into CBT and MT groups.Scenario based teaching(SBT),sandwich teaching(ST)and CBT were given to students of MT group.Results The self evaluation scores of“how much have you grasp before the class”by students after class in MT group were higher than those of CBT group[5.0(2.5,7,5)vs 4.0(3.0,5.0),Z=2.011,P<0.05].The scores of obstructive structured clinical examination after training of MT group were higher than those of CBT group[93.0(90.3,97.0)vs 83.25(78.3,86.4),Z=7.752,P<0.001].Conclusions MT is better than CBT in pediatric training among undergraduate medical students.