案例教学法与情景教学法在神经心理评估教学中的效果比较

The Comparison of Case Teaching Method and Situational Teaching Method in the Teaching of Neuropsychological Assessment

目的比较案例教学法与情景教学法在神经心理评估教学中的应用效果。方法将2018年10月13日解放军总医院认知功能障碍临床诊治技能培训班的参会学员分为案例教学组(n=28)和情景教学组(n=28),分别采用案例教学法和情景教学法进行蒙特利尔认知评估量表(Montreal Cognitive Assessment,MoCA)北京版的应用培训,比较两组学员量表评分与标准分的一致性,以及学员对教学内容掌握、教师授课质量以及量表测评信心的自我评价。结果情景教学组学员量表评分与标准分的一致性检验结果优于案例教学组,仅“视空间执行功能”1个项目的评分与标准评分存在差异,而案例教学组学员在“视空间执行功能、注意、语言、抽象”4个项目的评分与标准评分之间存在差异。情景教学组学员的教学内容掌握及量表测评信心自评分高于案例教学组,差异具有统计学意义(P <0.05)。结论情景教学法在神经心理评估教学中的效果优于案例教学法。

Objective To compare the effect of case teaching method and situational teaching method in neuropsychological assessment teaching. Methods Students, attending the clinical skills training course of diagnosis and treatment of cognitive dysfunction arranged by the people's liberation army general hospital on October 13, 2018, were divided into case teaching group (n = 28) and situational teaching group (n = 28). Case teaching method and situational teaching method were separately used in the teaching of Beijing version of Montreal Cognitive assessment scale (Montreal Cognitive Assessm ent, MoCA). The consistency of scale score and standard score between the two groups was compared, as well as the students' self-evaluation of teaching content, teaching quality and scale confidence. Results Consistency test between students’score and standard score showed that the situation teaching group was superior to the case teaching group. There was only one difference, visual spatial executive function, between the standard score and the score of students in the situation teaching group. However, there were differences between the students’ score and the standard score in the four items of "visual spatial executive function, attention, language and abstraction" in the case teaching group. The teaching content mastery and scale confidence self-score of students in the situation teaching group were significantly higher than those in the case teaching group, and the difference was statistically significant (P < 0.05). Conclusion Situational teaching method is better than case teaching method in the teaching of neuropsychological assessment.