整合式教学在妇产科临床见习中的应用

Application of integrated teaching mode in clinical clerkship of obstetrics and gynecology

目的探讨串联式情景模拟结合症状为中心整合式教学在妇产科临床见习中的应用效果。方法以2016级临床医学专业181名学生(实验组)为研究对象,实施疾病串联式情景模拟结合症状为中心的整合教学方式,通过形成性评价和满意度问卷调查,与2015级临床医学专业195名学生(对照组)对比,评价教学效果。采用SPSS 21.0统计软件进行数据统计。结果实验组形成性评价成绩(88.66±5.92)分高于对照组(81.11±7.36)分,差异有统计学意义(P<0.05);实验组学生对教学灵活性、创新性以及提高学习兴趣及临床思维能力方面的满意度高于对照组(P<0.05);实验组教师在教学灵活性、整合性,学生课堂参与度、活跃度以及对学生临床思维能力及岗位胜任力培养方面较对照组更满意(P<0.05)。结论串联式情景模拟结合症状为中心的整合教学方式有助于学生建立自己的知识体系、培养学生良好的临床思维能力和有助于学生建立疾病整体观。

Objective To explore the value of series situational simulation teaching combined with symptoms-centered integrated teaching mode in clinical clerkship of obstetrics and gynecology.Methods A total of 181 students from Batch 2016 of Clinical Medicine(experimental group)were enrolled to receive the series situational simulation teaching combined with symptoms-centered integrated teaching mode.The teaching results were evaluated by formative evaluation scores and questionnaire,compared with 195 students from Batch 2015(control group).The statistical analysis was performed with SPSS 21.0.Results Scores of formative evaluation in experimental group[(88.66±5.92)points]was higher than those in control group[(81.11±7.36)points],with statistically significant differences(P<0.05).Satisfaction of students for teaching flexibility,teaching innovation,learning interest and clinical thinking in experimental group was greater than that of students in control group(P<0.05).Meanwhile,compared with the control group,teachers from experimental group were more satisfied with teaching flexibility,teaching integration,students'participation and activity in classroom and cultivation of the clinical thinking ability and post competences(P<0.05).Conclusion The series situational simulation teaching combined with symptoms-centered integrated teaching mode can help students to form a systemic knowledge system,cultivate their clinical thinking ability and establish a holistic view of disease.