模拟临床思维教学法结合案例教学法在儿科临床教学中的应用

Application of Simulated Clinical Thinking Teaching Method and Case-based Teaching Method in Pediatric Clinical Teaching

目的探讨模拟临床思维教学法结合案例教学法在儿科临床教学中的应用效果。方法选取2017年1月~2018年12月在乌鲁木齐市友谊医院儿科实习的72名学生分为两组,每组36名。试验组进行模拟临床思维联合案例教学法,对照组进行传统教学法。比较两组考核成绩、课堂及作业情况、问卷调查情况以及对教学的满意度以及两种教学模式的效果。结果试验组的临床综合能力评分、模拟考核评分以及理论评分均显著高于对照组(P <0.05)。试验组的作业质量评分、课题活跃得分以及课堂出勤评分均显著高于对照组(P <0.05)。试验组问卷调查各项内容评分明显高于对照组(P <0.05)。试验组的满意度为97.22%,显著高于对照组的83.33%(P <0.05)。结论模拟临床思维教学法结合案例教学法可以显著的提升儿科临床教学水平,提高学生的临床综合能力,改善学生对教学的满意度,其应用效果较好,值得推荐。

Objective To explore the application effect of simulated clinical thinking teaching method combined with case-based teaching method in pediatric clinical teaching. Methods The 72 students who were in the pediatrics practice in Urumqi Friendship Hospital in Xinjiang from January 2017 to December 2018 were divided into two groups, with 36 students in each group. The test group adopts simulated clinical thinking teaching method combined with case-based teaching method, and the control group adopts traditional teaching method. The two sets of assessment results, classroom and homework situation, questionnaire survey situation, satisfaction with teaching and the effects of the two teaching modes were compared. Results The clinical comprehensive ability score, simulated assessment score and theoretical score of the test group were significantly higher than those of the control group(P < 0.05). The scores of homework quality, activity scores and class attendance of the test group were significantly higher than the control group(P < 0.05). The scores of the contents of the questionnaire survey in the test group were significantly higher than the control group(P < 0.05). The satisfaction degree of the test group was 97.22%, which was significantly higher than the 83.33% of the control group(P < 0.05).Conclusion Simulated clinical thinking teaching method combined with case-based teaching method can significantly improve the clinical teaching level of pediatrics, improve students ’clinical comprehensive ability, and improve students’ satisfaction with teaching. Its application effect is good and it is worth recommending.