理论教学模式联合病例分析法在实验诊断教学中的应用

Theoretical Teaching Model Combined With Case Analysis in Experimental Diagnosis Teaching

目的探究与分析理论教学模式联合病例分析法对医学生实验诊断教学结果的影响。方法选取2017年5月—2018年5月进行学习的医学生90例作为研究对象。采取随机数字表法,将其分为对照组与观察组,每组各45例。对照组仅采用理论教学模式,观察组在对照组基础上,加用病例分析法,对比两组医学生实验诊断教学的结果。结果与对照组相比,观察组医学生临床思维考核评分、临床技能考核评分、综合答辩评分及总成绩评分均较高,差异具有统计学意义(P<0.05)。与对照组相比,观察组对教学效果的满意度较高,差异具有统计学意义(P<0.05)。结论理论教学模式联合病例分析法应用于医学生实验诊断教学过程中能够明显提高教学效果。

Objective To explore the influence of the combined case analysis method of theoretical teaching mode on the teaching results of medical students' experimental diagnosis. Methods 90 medical students who studied from May 2017 to May 2018 were selected as subjects. The patients were divided into control group and observation group, with 45 cases in each group. The control group only adopted theoretical teaching mode. On the basis of the control group, the observation group was treated with case analysis. The results of experimental diagnosis teaching were compared between the two groups. Results Compared with the control group, the clinical thinking assessment score, clinical skill assessment score, comprehensive response score and total score were higher in the observation group, and the difference was statistically significant (P<0.05). Compared with the control group, the observation group was more satisfied with the teaching effect, and the difference was statistically significant (P<0.05). Conclusion The combination of theoretical teaching mode and case analysis method can significantly improve the teaching effect in the teaching process of medical students.