医教协同发展大学生医学学术型团体的探讨及实践研究

Research and Practice on the Cooperative Development of Medical Academic Groups of College Students

目的对医教协同发展大学生医学学术型团体的探讨及实践研究进行分析。方法在2019年2—8月期间,抽取某学院大学生学术型社团内的大学生40例,在其接受常规的医学教育3个月后,统计其对教学期间的知识掌握程度以及对专业的技能掌握熟练程度,在常规教学结束后,采用医教协同的方式继续为大学生进行教学,并在教学完成1月后再次对大学生进行知识掌握程度以及对专业的技能掌握熟练程度的评测,比较两种教学模式的评测结果,并通过评测结果判断对医教协同发展大学生医学学术型团体的探讨及实践研究的效果进行观察和分析。结果在接受常规的教学模式后,40例大学生的知识掌握评分(81.25±2.54)分,技能熟练度评分(80.11±2.05)分,而在接受医教协同后,分数分别为(93.66±3.01)分和(92.14±2.82)分,前后比较差异均有统计学意义(P <0.05),团体学生对于两种教学的满意度分别为(86.32±2.17)分和(94.36±1.54)分,职业认同感分别为(88.07±2.46)分和(95.24±1.62)分,差异有统计学意义(P <0.05)。结论在对大学生医学学术型团体进行教导和培训时,采用医教协同的模式来对大学生医学学术型团体进行培训实操演练,有利于提高医学生的专业知识能力和实践操作能力,学生教学认可度、职业认同度较高,具有极高的指导价值。

Objective To analyze the discussion and practical research on the collaborative development of medical and educational academic groups of college students.Methods From February 2019 to August 2019,40 college students in an academic association of college students were selected.After 3 months of regular medical education,their knowledge mastery and proficiency in professional skills during the teaching period were counted.After the completion of regular teaching,the teaching continued to be carried out for college students in the way of medical teaching coordination.1 Month later,we will evaluate the degree of knowledge mastery and the mastery of professional skills of college students again,compare the evaluation results of the two teaching modes,and observe and analyze the effect of the discussion and practical research on the collaborative development of medical academic groups of college students through the evaluation results.Results After receiving the conventional teaching mode,the scores of knowledge mastery and skill proficiency of 40 college students were(81.25±2.54) points and(80.11±2.05) points.After receiving the cooperation of medical education,the scores were(93.66±3.01)points and(92.14±2.82) points respectively(P<0.05),The satisfaction of group students with the two kinds of teaching was(86.32±2.17) points and(94.36±1.54)points respectively,and the professional identity was(88.07±2.46) points and(95.24±1.62) points respectively(P<0.05).Conclusion in the teaching and training of medical academic groups of college students,the mode of medical education cooperation is helpful to improve the professional knowledge ability and practical operation ability of medical students.The recognition degree of teaching and professional identity of students is high,which has high guiding value.