引导性反馈在物质相关障碍模拟教学中的应用

Application of Debriefing in Simulation Teaching of Substance-related disorders

目的:探讨引导性反馈在物质相关障碍模拟教学中的应用价值。方法:抽取2019年9月—2020年1月湖南某医学院2016级临床医学专业3个班级作为研究对象,以随机数字表法分为研究组和对照组,每组60名。对照组予以模拟教学,研究组在模拟教学基础上联合引导性反馈教学。比较两组理论考核、临床技能考核结果及教学满意度。结果:研究组理论考试成绩、操作成绩及总分均高于对照组,差异有统计学意义(P<0.05);研究组教学内容中重点难点和联系实际得分高于对照组,教学方法中启发性教学、方法运用、手段采用及语言表达得分高于对照组,教学效果中学习兴趣、内容掌握和能力及总分均高于对照组,差异有统计学意义(P<0.05)。结论:将引导性反馈引入物质相关障碍模拟教学,可有效提高教学质量和教学效果,且提高学生对教学的参与度及满意度。

Objective:To explore the application value of debriefing in simulation teaching of substance-related disorders.Methods:Three classes of clinical medicine major of grade 2016 in a medical college in Hunan from September 2019 to January 2020 were selected as the research objects.They were divided into study group and control group by random number table method,with 60 students in each group.The control group was given simulation teaching,and the study group was combined with debriefing teaching on the basis of simulation teaching.The results of theoretical examination,clinical skill examination and teaching satisfaction were compared between the two groups.Results:The theoretical test scores,operational scores and total scores of the study group were higher than those of the control group,and the differences were statistically significant(P<0.05).The scores of key and difficult points and practical connection in the teaching content of the study group were higher than those in the control group,the scores of enlightening teaching,method application,means adoption and language expression in the teaching methods were higher than those in the control group,the learning interest,content mastery and ability and total score in the teaching effect were higher than those in the control group.The difference was statistically significant(P<0.05).Conclusion:The introduction of debriefing into the simulation teaching of Substancerelated disorders can effectively improve the teaching quality and teaching effect,and improve students’participation and satisfaction in teaching.