同伴互助学习应用于骨盆骨折教学的效果分析

On the Effect of Peer-assisted learning in the teaching of pelvic fractures

目的探讨同伴互助学习在卓越医师班骨科临床见习教学中的可行性及有效性。方法选取40位在内蒙古医科大学见习的2014级卓越医师班学生,按照随机原则将学生分为实验组和对照组,试验组接受同伴互助学习教学,对照组接受普通教学。见习结束时进行理论知识与实践技能测验,最后以调查问卷形式完成自我测评及课程评价。采用SPSS 19.0进行t检验和卡方检验。结果实验组理论成绩及实践操作能力成绩均高于对照组,且差异有统计学意义[理论成绩:(97.2±0.7)分vs.(90.2±1.3)分;实践操作成绩:(98.5±2.4)分vs.(89.2±1.5)分;病例分析:(98.1±0.8)分vs.(92.3±2.8)分,P<0.05]。参与同伴互助学习对掌握骨科专业基础理论知识和基本临床实践技能的自我评价较满意。结论将同伴互助学习运用于见习课教学中,不仅能够激发学生的学习热情,而且能够提高学生自主学习的主动性,并且能够帮助卓越医师班学生在见习课中更好地掌握基础理论和临床基本实践技能。

Objective To explore the feasibility and effectiveness of peer-assisted learning (PAL) in the clinical probation teaching of orthopaedics in excellent doctors classes. Methods Forty students in the 2014 excellent doctors class in Inner Mongolia Medical University were selected and randomly divided into the experimental group and the control group. The experimental group adopted the PAL teaching mode, and the control group received the ordinary teaching mode. At the end of the internship, theoretical knowledge and practical skills tests were conducted, and self-evaluation and course evaluation were completed in the form of questionnaires. Results The scores of the experimental group in theoretical knowledge and practical skills were higher than those of the control group, and the differences are statistically significant [theoretical scores (97.2±0.7) vs.(90.2±1.3);practical operation scores (98.5±2.4) vs.(89.2±1.5);case analysis (98.1±0.8) vs.(92.3±2.8), P<0.05]. Students in the experimental group were generally satisfied with their mastering of the basic theoretical knowledges and clinical practice skills of orthopaedics. Conclusion The application of the PAL model in clinical probation teaching not only stimulates students' enthusiasm for learning, but also enhances their eagerness in self-learning;it helps students master the basic theoretical knowledge and clinical skills better in clinical probation.