高等医学院校理论教学中科学论证式教学的应用

The Application of“Scientific Argumentation”in Medical Education

目的:旨在寻求适应互联网+时代的全新教学模式,在现有移动智能软件基础上推广应用具有普适性的“科学论证式教学”(Scientific Argumentation,SA教学),实现兼具终身性、社会性、灵活性和实用性特点的医学高等教育。方法:选取南京医科大学护理专业学生为研究对象(共250人,按行政班级分为实验SA-1组97人、实验SA-2组69人、对照LBL组84人),选择“营养学”为实验课程展开探索研究。结果:理论测试成绩,SA-2组明显高于SA-1组和LBL组(80.14±5.47 vs.69.07±7.51,P<0.001;80.14±5.47 vs.67.87±6.70,P<0.001),可见SA教学方法对理论知识掌握度的促进。期末总评成绩,SA-1组和SA-2组均显著优于LBL组(74.89±5.99 vs.67.87±6.69,P<0.001;82.15±4.74 vs.67.87±6.69,P<0.001),并且SA-2组在SA-1组基础上又有所提升(82.15±4.74 vs.74.89±5.99,P<0.001)。可见SA教学方法成功构建形成性评价体系,亦可促进教学双方的质量持续改进。结论:“科学论证式教学”(Scientific Argumentation,SA教学)的合理应用可在保障教学质量和效率的同时,提升理论知识掌握度和实践操作能力、激发学习兴趣并培养沟通协作能力,具有良好的应用价值和推广前景。

Objective:To innovate and evaluate the application of the“Scientific Argumentation”(SA)in the medical education. Methods:A total of 250 students from Nursing Department of Nanjing Medical University.were divided into SA- 1,SA-2 and LBL group based on their class organization.“Nutrition”was chosen as the experimental course. Both the SA-1 group and SA-2 group re ceived SA mode teaching during the whole semester,while the LBL group was taught with traditional method. Results:SA-2 group showed best scores in both theory examination and general comment,followed by SA- 1 group and LBL group among three groups (80.14±5.47 vs. 69.07±7.51 vs. 67.87±6.70,P < 0.001;82.15±4.74 vs.74.89±5.99 vs. 67.87±6.69,P < 0.001). Students enjoyed higher quality of teaching in SA-2 group than SA-1,as the lecturers were more familiar with SA teaching method after 1 semester. Conclusions:SA mode has been proven to earn better quality and overall experience. The application and promotion of this teaching mode chould bring medical education more flexibility,practicability and extensiveness.