夜班三阶梯带教模式与传统带教模式在中医肿瘤临床教学中的对比研究

Comparative Study of Three Steps on Night Shift Teaching Mode and Traditional Teaching Mode in the Clinical Teaching of Oncology of Traditional Chinese Medicine

目的通过对“夜班三阶梯”与传统带教模式进行对比研究,评价“夜班三阶梯”带教模式在中医肿瘤临床教学中的优势。方法选取湖南中医药大学第一附属医院2019年5月—2019年10月在肿瘤科进行规培的80人随机分为对照组(40例)和观察组(40例),对照组采用传统带教法进行临床教学,观察组以“夜班三阶梯”教学法进行中医肿瘤科临床教学。其后进行统一理论及操作考试,对比分析2组规培成绩、教学效果及教学满意度评价。结果与对照组比较,观察组理论考核成绩、临床操作考核成绩、规培成绩及总成绩均显著提高(P<0.05或P<0.01),观察组的中医辨证准确率及西医掌握率均明显升高(P<0.05);观察组对带教老师、教学方式、学习效果满意度均显著高于对照组(P<0.05)。结论与传统教学法相比,“夜班三阶梯”教学法有利于提高临床学生学习积极性、提高学生临床能力、丰富教学方式,从而提升教学质量,取得更好教学效果。

Objective To evaluate the advantages of the three steps on night shift teaching mode in clinical teaching of oncology of traditional Chinese medicine through a comparative study of three steps on night shift teaching mode and traditional teaching mode.Methods A total of 80 students in the First Affiliated Hospital of Hunan University of Chinese Medicine from September to October 2019 were randomly divided into the control group(n=40 cases)and the observation group(n=40 cases).The control group was taught by traditional teaching mode,and the observation group was taught by three steps on night shift teaching mode,then unified theory and operation tests were conducted,the scores,teaching effect and teaching satisfaction of the two groups were compared and analyzed.Results Compared with the control group,the scores of theory assessment,clinical operation assessment,training and total scores of the observation group were significantly increased(P<0.05 or P<0.01),and the accuracy of traditional Chinese medicine syndrome differentiation and mastery of Western medicine in the observation group were significantly increased(P<0.05).The satisfaction of the observation group on the teacher,teaching method and learning effect was significantly higher than that of the control group(P<0.05).Conciusion Compared with traditional teaching method,three steps on night shift teaching method is beneficial to improve the enthusiasm and the clinical ability of students and enrich teaching methods,so as to improve the quality of teaching,and achieve better teaching effect.