基于临床案例的Seminar教学法在中医院脑病科本科生临床教学中的应用

Application of Seminar Teaching Method Based on Clinical Cases in Clinical Teaching of Undergraduates in Department of Brain Diseases of Hospital of Traditional Chinese Medicine

目的探讨基于临床案例的seminar教学法对中医院脑病科本科生教学质量和学生能力的影响。方法选取2018年6月—2020年5月在安徽中医药大学第二附属医院脑病科进行临床实习的本科生60名,按照随机法分为观察组和对照组,观察组采用基于临床案例的Seminar教学法,对照组采用传统常规的教学法,采用统一的标准化试题进行测试。比较两组之间的成绩。结果标准试题评分中显示,观察组成绩(93.60±2.90)分高于对照组对应成绩(83.93±2.80)分,(P<0.01)。试题评分结构中显示,观察组基础知识(78.60±1.83)分与对照组对应成绩(78.40±2.06)分无明显差异(P>0.05),观察组临床病例分析成绩(14.73±2.13)分明显优于对照组的(5.73±2.27)分,(P<0.01)。结论基于临床案例的Seminar教学法对提升脑病科本科生的临床教学质量具有积极意义,有效提高学生理论知识成绩及临床案例分析的能力,有助于解决实际临床问题,全面提升学生学习临床知识的效率。

Objective To explore the impact of the seminar teaching method based on clinical cases on the teaching quality and student abilities of undergraduates in the Department of Brain Diseases of the Hospital of Traditional Chinese Medicine.Methods A total of 60 undergraduates who had undergone clinical practice in the Department of Brain Diseases,Second Affiliated Hospital of Anhui University of Traditional Chinese Medicine from June 2018 to May 2020 were selected.They were randomly divided into observation group and control group.The observation group used Seminar based on clinical cases.Teaching method,the control group adopts traditional and conventional teaching methods,and uses unified standardized test questions for testing.Compare the performance between the two groups.Results The scores of the standard test questions showed that the score of the observation group(93.60±2.90)was higher than the score of the control group(83.93±2.80),(P<0.01).The score structure of the test questions shows that the basic knowledge(78.60±1.83)score of the observation group and the corresponding score of the control group(78.40±2.06)are not significantly different(P>0.05),and the clinical case analysis score of the observation group(14.73±2.13)is significantly better In the control group(5.73±2.27)points,(P<0.01).Conclusion The Seminar teaching method based on clinical cases is of positive significance for improving the clinical teaching quality of encephalopathy undergraduates.It can effectively improve students’theoretical knowledge performance and clinical case analysis ability,help solve practical clinical problems,and comprehensively improve students’clinical knowledge learning effectiveness.