以病例为中心的递进式学习方法的应用

Application of Case-centered Progressive Learning Method

目的主动见习融通教学是让学生在临床中发现问题,然后利用前期的理论知识自己主动学习,查阅资料,掌握临床疾病的相关理论知识,解决问题。神经病学内容繁多、枯燥、深邃且抽象,对学生的动手能力和分析问题的能力要求很高,神经病学的临床见习是主动见习的重点也是难点。为了提高"主动见习"的在神经病学见习的教学效果。方法选取2018年5—8月在中南大学湘雅三医院神经内科见习的湘雅医学院2013级八年制30名学生,采用李克特5点量表(Likert scale)设计评价问卷,由30名八年制学生对应用主动见习教学进行效果评价。结果学生对新教学方法效果大部分选择非常同意以及同意。结论主动见习教学能够有效利用并提高了学生的自主学习能力、实践操作能力、医患沟通能力、临床思维能力、自主学习能力。

Objective Active probationary teaching is a method to allow students to find problems in the clinic, and then use the previous theoretical knowledge to actively study by themselves, consult information, master the relevant theoretical knowledge of clinical diseases, and solve problems. The content of neurology is various, boring, profound and abstract, which requires students to have better practical ability and problem analysis ability. The clinical probation of neurology is the focus and difficulty of active probation. The purpose is to improve the teaching effect of "active probation" in neurology. Methods Selected 30 students of the eight-year program of Xiangya Medical College, who were interns in the department of neurology, The Third Xiangya Hospital, Central South University from May to August 2018, and used the Likert scale to design an evaluation questionnaire. Then students evaluated the effect of applying probationary teaching. Results The students strongly agreed and agreed with most of the new teaching methods. Conclusion Active probationary teaching can effectively use and improve students’ autonomous learning ability, practical operation ability, doctor-patient communication ability, clinical thinking ability, and autonomous learning ability.