“同课异构”课堂艺术改善肾内科临床带教质量的观察

Effect of "isomerism of the same course" classroom in improving the quality of clinical teaching in nephrology

目的观察"同课异构"课堂对肾内科临床带教质量的改善情况。方法回顾性分析2012年至2013年到本院肾内科实习学员的225名学生为研究对象,将2012年110名学员作为对照组,接受传统教学模式教学,将2013年接受同课异构课堂教育模式的115名学生为实验组。通过出科理论和操作考核、课程满意度和自主学习能力量表评价该教学方式的水平。结果出科考核实验组学生理论(t=2.521,P=0.019)和操作考试成绩(t=2.341,P=0.024)优于对照组,差异有统计学意义(P<0.01);实验组学生对课堂教学模式满意度较高,如学习氛围和学习兴趣性等方面均>90%;实验组对教学方面的学习氛围(x^2=26.411,P<0.001)、学习兴趣性(x^2=14.869,P=0.001)、主动学习能力(x^2=14.038,P=0.001)、生生/生教沟通交流机会(x^2=10.514,P=0.005)、理论知识和操作更好掌握方面(x^2=11.516,P=0.003)满意度均明显高于对照组。两组患者的医学生自主学习能力的评分在入组时无明显差异,出科时实验组医学生自主学习能力的评分总分显著高于对照组(t=2.457,P=0.002)。结论 "同课异构"课堂艺术是一种能有效提高肾内科临床带教水平的教学方式。

Objective To observe the effect of "isomerism of the same course" classroom in improving the quality of clinical teaching in nephrology. Methods A retrospective analysis of 225 intern students in our department from 2012 to 2013 was conducted. 110 students in 2012 were taken as the control group and received the traditional teaching model. In 2013, 115 students who accepted the "isomerism of the same course" classroom education model were selected as the experimental group. The level of the teaching method was evaluated by the examination of the theory and operation, the satisfaction of the course and the self-learning ability scale. Results The experimental group was superior to the control group in terms of theoretical and operational test scores (P<0.01), and the students in the experimental group were more satisfied with the teaching model, more than 90%. In the experimental group, the learning atmosphere in teaching (X^2=26.411, P<0.001), learning interest (X^2=14.869, P=0.001), active learning ability (X^2=14.038, P=0.001), communication opportunities (X^2=10.514, P=0.005), mastery of theoretical knowledge and operation (X^2=11.516, P= 0.003) were better in the experimental group. The scores of autonomic learning ability of medical students in the two groups were not significantly different when they entered the group. The total score of autonomous learning ability in the experimental group was significantly higher than that in the control group(t=2.457,P=0.002). Conclusion "Isomerism of the same course" classroom is an effective way to improve the clinical teaching level in department of nephrolgy.