SP联合ESP在临床诊断技能教学中的应用

Application of SP Combined ESP in Clinical Diagnostic Skills Teaching

以探讨SP联合ESP在临床诊断技能教学中的应用为目的。选取某校2019级临床医学专业90名学生为研究对象,随机分为观察组(n=45)和对照组(n=45),对照组采用ESP教学模式,观察组采用SP与ESP联合应用教学模式,两组学生由同一组教师授课。将两组学生的学习成绩和对教学方法的满意度进行对比,研究结果显示:观察组的实践技能成绩和期末考试成绩均优于对照组(P<0.05),在病史采集、人文关怀与沟通交流方面较为明显;观察组在学习兴趣、操作技能、团队合作、临床思维等方面的满意度均高于对照组(P<0.05)。将SP与ESP联合,能够提高教师的教学能力和学生的学习热情,拓宽SP教学的应用范围,更为全面真实地还原临床病例。但ESP功能尚未完善,SP教员数量不足,学生进行实操的机会有限,教师在教学活动中不能完全依靠该种模式,还需要与传统教学模式进行有机结合。

The study explores the application of SP combined ESP in clinical diagnostic skills teaching.90 students of clinical medical major of 2019 grade in a college are selected as the research objects,and they are randomly divided into observation group(n=45)and control group(n=45).Control group receive ESP teaching mode,and observation group receive SP combined ESP teaching mode.The two groups are taught by the same teachers.Academic records and students’satisfaction of teaching method are compared.The research results show that the practical skill examination and final examination results of observation group are better than control group(P<0.05),with statistically significant difference in history collection,humanistic care and communication.Learning interest,operation skill,team cooperation and clinical thinking of observation group are better than control group(P<0.05).The combination of SP and ESP can improve the teaching ability of teachers and learning enthusiasm of students,widen the application scope of SP teaching,and more comprehensively and truly restore clinical cases.However,the function of ESP hasn’t been perfect,the number of SP teaching staff is insufficient,the opportunities for students’practice are limit,and teachers can not only complete rely on the mode.It is necessary to organically combine traditional teaching mode.